Article
Art by Mark Fredrickson

The Man Who Has Saved Millions

The incredible story of a man who changed the world with his inventions

By Tricia Culligan and Tod Olson | Art by Mark Fredrickson
From the February 2023 Issue

Learning Objective: Students will look for problems and identify their solutions in a nonfiction story about inventor Garrett Morgan.

Lexiles: 500L-600L, 2-Page Starter Level, Easier Level
Guided Reading Level: N
DRA Level: 28-30
Other Key Skills: text features, vocabulary, supporting details, cause and effect, inference, visual literacy, connecting to the text, expressing an opinion, explanatory writing
Think and Read: Problem and Solution

As you read, look for problems described in the story and how Garrett Morgan solved them. 

Briiing! Briiing! The phone rang in Garrett Morgan’s home. It was a July night in 1916. Earlier that evening, a group of men was working in a tunnel in Ohio. And then, BOOM! There was a terrible explosion. 

Smoke and deadly gas filled the tunnel. People ran in to rescue the men. But only a few came back out. Now some of the rescuers and workers were either passed out—or dead. 

Officials called the only man they thought could help: Garrett Morgan. He wasn’t a rescue worker or a firefighter. He was an inventor. Could his latest invention save these men’s lives?

Briiing! Briiing! The phone rang in Garrett Morgan’s home. It was a July night in 1916. Earlier that evening, a group of men was working in a tunnel in Ohio. And then, BOOM! There was a huge explosion. 

Smoke and deadly gas filled the tunnel. People ran in to rescue the men. But only a few came out. Now some of the rescuers and workers were either passed out—or dead. 

Officials called the only man they thought could help: Garrett Morgan. He wasn’t a rescue worker or a firefighter. He was an inventor. Could his newest invention save these men’s lives?

Briiing! The phone rang in Garrett Morgan’s home. It was July 1916. Men had been working in a tunnel near Cleveland, Ohio. There was an explosion. Smoke and gas filled the tunnel. The men were stuck. 

Officials called Morgan. He was an inventor who lived nearby. Could his newest invention save these men?


Always Learning

Always Learning

Always Learning

U.S. Department Of Transportation

Garrett Morgan was born in Kentucky in 1877. Back then, there was segregation in Kentucky and other states. This means people were separated in unjust ways based on race. Black people were forced to go to separate restaurants, churches, and schools. These were often dirty, old, and run-down. Black people also weren’t allowed to vote or work in many jobs. Like many families at the time, Morgan’s parents didn’t have a lot of money. They weren’t allowed to work in high-paying jobs. Morgan quit school after sixth grade to help his family earn money. But he kept on learning. 

Morgan was curious about the world around him. He was always looking for new ways to solve problems. He would take things apart and put them back together—just to see how they worked. If his family needed something they didn’t have, he would make it himself.

Garrett Morgan was born in Kentucky in 1877. Back then, there was segregation in Kentucky and other states. This means people were separated based on race. Segregation was unjust. Black people were forced to go to separate restaurants, churches, and schools. These were often dirty, old, and run-down. Black people also couldn’t vote or work in many jobs.

Like many families at the time, Morgan’s parents didn’t have a lot of money. They weren’t allowed to work in high-paying jobs. After sixth grade, Morgan quit school. He quit so he could help his family earn money. But he kept on learning. 

Morgan was curious about the world around him. He looked for new ways to solve problems. He would take things apart and put them back together. He wanted to see how they worked. And if his family needed something they didn’t have? He would make it himself.

Garrett Morgan was born in Kentucky in 1877, when there was segregation. This means people were separated based on race. Black people, like Morgan, were forced to go to separate restaurants, churches, and schools. Morgan’s parents weren’t allowed to work in high-paying jobs. They didn’t have a lot of money.

Morgan quit school to help his family. But he kept learning. He tried to fix anything that was broken. And he was always interested in the world around him.

When Morgan got older, he moved to Ohio. He soon owned a clothing store. His creative mind was always working. And he became known as someone who could fix almost anything.

Very Successful

Very Successful


As he got older, Morgan became determined to make a better life for himself. He moved north to Ohio. There were better opportunities for Black people there. He soon found a job fixing people’s homes. He used his money to hire a private tutor to keep learning.

Two years later, he found a job working at a clothing factory. Morgan worked long hours. His creative mind was working too. Morgan studied the factory’s sewing machines as they whizzed and ticked. Before long, he invented a new way to keep the machines from breaking. Word spread that Morgan could fix almost anything. 

In 1907, Morgan opened his own sewing machine repair shop. And by 1909, he had his own clothing store. 

Morgan had become very successful. He now had the time and money to start working on an invention the world desperately needed. It would be his most important invention yet.

Morgan got older. He became determined to make a better life for himself. He moved north to Ohio. Life was a little bit better for Black people there. He soon found a job fixing people’s homes. He used his money to hire a private tutor. He wanted to keep learning.

Two years passed. He found a job working at a clothing factory. Morgan worked long hours. He had a very creative mind. Morgan watched the factory’s sewing machines. They whizzed and ticked. Before long, he came up with a new way to stop the machines from breaking. Word spread that Morgan could fix almost anything. 

In 1907, Morgan opened his own sewing machine repair shop. And by 1909, he had his own clothing store. 

Morgan became very successful. He had the time and money to work on an invention the world needed. It would be his most important invention yet.


A Deadly Problem

A Deadly Problem


In the early 1900s, fires were a deadly problem in cities. Many buildings were made of wood. One spark could start a huge fire. Fighting fires was very different back then. Firefighters didn’t have the right tools to help them breathe while in smoky places. They often choked on smoke before they were able to rescue people. 

Morgan wanted to help prevent that—and help firefighters save more lives. He wondered: What can I make to help firefighters breathe while in smoky air? 

Morgan started experimenting. Some of his ideas failed. But Morgan was persistent. After about three years, he had an invention that worked.

In the early 1900s, fires were a deadly problem in cities. Many buildings were made of wood. One spark could start a huge fire. 

Fighting fires was different back then. Firefighters didn’t have the right tools to help them breathe in smoky places. They often choked on smoke before they were able to rescue people. 

Morgan wanted to help firefighters save lives. He wondered: What can I make to help firefighters breathe while in smoky air? 

Morgan started making things. Some of his ideas failed. But Morgan was persistent. After about three years, he had an invention that worked.


The Cleanest Air

The Cleanest Air

The Cleanest Air

At first glance, Morgan’s invention looked bizarre. It was a hood with long tubes poking out of it. They looked like elephant trunks! 

But it was a brilliant idea. The hood fit over a firefighter’s head and blocked smoke. The tubes stretched down to the floor. Why? During a fire, smoke and heat rise. The tubes let firefighters breathe the air lowest to the ground, which is the cleanest. 

Morgan called his invention the safety hood. He traveled across the country showing it to fire departments. Some loved it. But many refused to buy the hood because Morgan was Black. 

Then, on July 24, 1916, that terrible explosion happened. The safety hood was about to be put to the test.

Morgan’s invention looked bizarre. It was a hood with tubes poking out of it. They looked like elephant trunks! 

But his invention was a brilliant idea. The hood fit over a firefighter’s head. It blocked smoke. The tubes reached down to the floor. Why? During a fire, smoke and heat rise. The tubes let firefighters breathe the air lowest to the ground. That’s where the air is cleanest.

Morgan called his invention the safety hood. He showed it to fire departments around the country. Some loved it. But many people wouldn’t buy the hood because Morgan was Black. 

Then, on July 24, 1916, that terrible explosion happened. The safety hood was about to be put to the test.

In the early 1900s, fires were a deadly problem in cities. Firefighters had fewer tools back then. They often had to go into smoky places without the right tools. They weren’t able to breathe safely there.

Morgan wanted to make something that would help firefighters save lives. He made an invention that worked. But it looked bizarre. 

It was a hood with tubes poking out of it. The hood blocked smoke. The tubes reached down to the floor, where the air is the cleanest. Morgan called his invention the safety hood. 

Then, in 1916, the tunnel explosion happened. Morgan raced over with his safety hoods. He and others ran into the tunnel. Finally, they came back out. They were OK! They saved the lives of two men.

Saving Lives

Saving Lives


Morgan raced to the scene with his safety hoods. His hoods had never been tested underground. But time was running out. 

Morgan and a few other brave workers put on the hoods and raced into the tunnel. Would the hoods work?

The minutes ticked by. Five. Ten. Fifteen. Finally, Morgan and his helpers came back. They were OK! And they had saved one man.

They went back into the tunnel. In the end, they weren’t able to save everyone. But Morgan’s safety hoods had worked. They saved the lives of two men that day.

Morgan raced over with his safety hoods. His hoods had never been tested underground. But time was running out. 

Morgan and a few other brave workers put on the hoods. They raced into the tunnel. Would the hoods work?

The minutes went by. Five. Ten. Fifteen. Finally, Morgan and his helpers came back. They were OK! And they had saved one man.

They went back into the tunnel. In the end, they weren’t able to save everyone. But Morgan’s safety hoods had worked. They saved the lives of two men that day.


Millions of People

Millions of People

Millions of People

Morgan’s safety hood helped change the way we fight fires. His safety hood led to more advanced masks that block smoke and gas. And he didn’t stop there. He kept dreaming up new ways to solve problems. 

One day, Morgan saw a girl get injured in a car crash caused by messy traffic. He was again determined to help. He came up with a traffic signal that stopped cars on both sides of the street. This gave people a chance to cross the street when no cars were moving. His invention reduced the number of accidents and made streets safer for everyone.

By the time Morgan died in 1963, his inventions had helped millions of people. And they still do. Today, not many people know Garrett Morgan’s name. But now you do. And you know how he helped to make the world a safer place, one invention at a time.

Morgan’s safety hood helped change the way we fight fires. And he didn’t stop there. He kept dreaming up new ways to solve problems. 

One day, Morgan saw a girl get injured in a car crash caused by messy traffic. He wanted to help. He invented a safer traffic signal. It stopped cars on both sides of the street. This gave people a chance to cross the street when no cars were moving. It led to fewer accidents. And it made the streets safer for everyone.

Morgan died in 1963. His inventions had helped millions of people. And they still do. 

Today, not many people know Garrett Morgan’s name. But now you do. And you know how he helped to make the world a safer place, one invention at a time.

Morgan kept dreaming up new ways to solve problems. 

One day, Morgan saw a girl get injured while crossing the street. He wanted to help. He came up with a traffic signal that stopped cars on both sides of the street. This gave people a chance to walk across safely. It made streets safer for everyone.

Morgan’s inventions have helped millions of people. Still, not many people today know about him. But now you do. You know how he helped to make the world a safer place.

THINK AND WRITE CONTEST

Write a paragraph explaining how Garrett Morgan “helped to make the world a safer place, one invention at a time.” Five winners will each receive a Scholastic store e-gift card. See our contest page for details. 

THINK AND WRITE CONTEST

Write a paragraph explaining how Garrett Morgan “helped to make the world a safer place, one invention at a time.” Five winners will each receive a Scholastic store e-gift card. See our contest page for details. 

THINK AND WRITE CONTEST

Write a paragraph explaining how Garrett Morgan “helped to make the world a safer place, one invention at a time.” Five winners will each receive a Scholastic store e-gift card. See our contest page for details. 


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Can't Miss Teaching Extras

Don’t forget the many bonus resources that come with this story, including a research kit exploring other Black inventors, two background builder slideshows, and the skill builder “Do You Have What It Takes to Be an Inventor?” Find these and more in the Resources tab.

For another story about one of history’s overlooked heroes, have your students read about Matthew Henson, co-discoverer of the North Pole, in “Frozen Dreams” from our February 2021 issue.

 

Introduce your students to the world’s first Black and Native American female pilot. Like Garrett Morgan, Bessie Coleman dealt with segregation and prejudice in her lifetime. Her story, “Bessie the Brave,” is our February 2022 paired texts feature. 

 

Meet George Crum, the inventor of the potato chip, in “Chomp! The History of Potato Chips” while learning about another Black inventor from history.

 

Step-by-Step Lesson Plan

Table of Contents

A Note About This Story

  • This is an article about the great inventor Garrett Morgan. But it also includes information about how Morgan and other Black people were treated unfairly during Morgan’s lifetime. We want to give you some tools to lead your students through the topics of racism and discrimination while you explore together this amazing story of creativity and perseverance.
  • We include the word segregation in the story and explain what it means, providing some examples. Below you can find definitions for racism, discrimination, and prejudice. These words do not appear in the story, but their definitions may be helpful to have on hand for classroom discussions. It is our belief that young people will benefit more from learning about these concepts within the framework of a discussion with a trusted adult who can provide context and support, as needed.

Vocabulary Terms

  • racism: the unjust treatment of—or untrue beliefs about—people based on physical characteristics, such as skin color
  • discrimination: unfair behavior toward others based on differences in such things as age, race, or gender
  • prejudice: the dislike or poor treatment of a person or group based on false beliefs about their race, religion, or other characteristic

1. Preparing to Read

Preview Text Features/Set a Purpose for Reading

  • Help students prepare to read the article by showing the Background Builder Slideshow.
  • An additional slideshow, “Fighting Fires: Yesterday and Today,” is included and may be shown either before or after students read the article.
  • Ask students to predict what this article will be about based on the headline and subhead on page 4 and the image on page 5. Review the predictions after reading.
  • Call on volunteers to read aloud the Think and Read box on page 4 and the Think and Write box on page 9.

Introduce Vocabulary

  • Show or assign the Vocabulary Slideshow to preview challenging words. Then assign the Vocabulary Skill Builder before or after reading.

 

2. Close Reading

Reading and Unpacking the Text

  • We offer several reading experiences for this article: the Video Read-Aloud, an audio Read-Aloud, and the printed article in the magazine or digitally at storyworks3.scholastic.com.
  • Read the story as a class. Use the Pause and Think questions at the end of each section for a quick comprehension check. 
  • Project or assign the Close-Reading and Critical-Thinking Question. (Alternatively, assign all or part of the Learning Journey Slide Deck.) 

Close-Reading Questions

  • Read the first section. Why did officials call Garrett Morgan for help instead of calling a rescue worker or firefighter? (supporting details) Officials called Garrett Morgan for help because he was an inventor. They thought his latest invention might help save the lives of the people trapped in the tunnel.
  • Read “Always Learning.” What were two ways that segregation affected the lives of Black people in Kentucky and other states? (cause and effect) Two ways that segregation affected the lives of Black people were that it forced them to attend separate schools and churches. (Other ways segregation affected Black people included forcing them to go to separate restaurants and preventing them from voting or working in many jobs.)
  • Read “Very Successful.” What problem did Morgan solve in the clothing factory where he worked? (problem and solution) Morgan invented a new way to keep the factory’s sewing machines from breaking.
  • Read “A Deadly Problem.” It took Morgan three years to create an invention that worked. What does this show you about his character? (inference) This shows you that Morgan was determined and persistent. Even when a problem was difficult, Morgan kept working on it until he solved it.
  • Read “The Cleanest Air.” What serious problems faced by firefighters did Morgan’s safety hood solve? (problem and solution) Because Morgan’s safety hood fit over a firefighter’s head, it blocked smoke from fires. The two long tubes let firefighters breathe in the cleanest air, which was closest to the ground.
  • Read “Saving Lives.” How does the picture on page 8 show what happens in this part of the story? (visual literacy, text features) The picture on page 8 shows Morgan, who is wearing a safety hood, helping one of the two men he and other workers saved after the explosion in the underground tunnel.
  • Read “Millions of People.” Then look at the photo of the traffic light on page 7 and read the caption. How did Morgan’s invention make it safer for you and other students to cross streets today? (problem and solution, connecting to the text) Morgan’s new traffic signal briefly stopped cars in both directions. This gave people the chance to safely cross the street. Morgan’s invention led to modern traffic signals, which help students and others cross streets safely today.

Critical-Thinking Questions

  • When he was young, Morgan was very curious about the world around him. Do you think this curiosity helped him become an inventor? Explain your answer. (expressing an opinion) Answers may vary. Sample answer: Because Morgan was so curious about the world around him, he was always looking for new ways to solve problems. He loved to take things apart and put them back together again just to see how they worked. His early interest in solving problems helped him come up with new inventions, such as the safety hood, that helped save people’s lives.
  • What invention would you create to solve a problem in your community? How would your invention work? What would you call your invention? (connecting to the text) Answers will vary.

Class Discussion: Helping Others

Many of Morgan’s inventions, like his safety hood and safer traffic signal, were created because Morgan noticed problems that affected others, and he wanted to help. Ask students to think of one or two ideas that might help solve a problem in their school or community. It might involve cleaning up a mess, helping younger students, or making a space more cheerful. Perhaps there is a problem that the entire class can work on together to help solve.

3. Skill Building and Writing

Featured Skill: Problem and Solution

  • Distribute our Text Evidence Skill Builder and have students complete it in class or for homework.
  • Discuss the writing assignment in the Think and Write box on page 9. 

Additional Skill: Character Traits

  • Distribute our “What Does It Take to Be an Inventor?” Skill Builder to explore the character traits of inventors and to encourage your students to see the ways in which they also possess these traits.

Differentiate and Customize
For Striving Readers

Instead of using the close-reading and critical-thinking questions, print out the Pause and Think questions and have students answer those. These basic comprehension questions help ensure students can follow the story’s events. Read aloud the lower-Lexile version of the article as students follow along. Read the story again, this time pausing to work with the group on each question. 

For Multilingual Learners

This is a great story for working on adjectives with your multilingual learners. All of the story’s vocabulary words (run-down, determined, creative, persistent, bizarre, and brilliant) are adjectives, and the story contains many other examples as well (incredible, terrible, unjust, dirty, brave, etc.). You may use the Vocabulary Slideshow to go over each vocabulary word, its definition, and pronunciation with your students. Point out that these words are all adjectives. (If needed, also go over the meaning of an adjective: a word that describes a person, animal, place, or thing.) Divide students into groups and assign one or two sections of the story to each group. Ask the groups to find other adjectives in the story and write them down. Together, go through the list of words and define them. Tip: When students read the articles online in Presentation View, they can use the highlighter tool to mark the text. 

For Advanced Readers

Invite students to rewrite the section “Very Successful” from the perspective of Garrett Morgan. Include details about what happened during your time working at the clothing factory, what it was like to have a private tutor, and how you felt when you opened your own businesses. 

Text-to-Speech