North and South - Bridge Prep Academy Orange Campus

netw rksNorth and South 1820–1860

Lesson 1The Industrial North

Lesson 2 People of the North

Lesson 3 Southern Cotton Kingdom

Lesson 4 People of the South

The Story Matters . . . These women are like many other workers at the mills of Lowell, Massachusetts. They have come to earn wages and to live in the comfortable company town mill-owners have built. At Lowell, the women can earn good wages and enjoy the cultural off erings designed to help them grow into fi ne, upstanding members of society.

The women hear that other factories do less for their workers. Also, more and more immigrants are arriving each day. The immigrants are hungry—and willing to work longer hours for lower wages. Things are changing at Lowell. These women are wondering what the future holds for them and the rapidly industrializing North.

There’s More Online about the North and South in the fi rst half of the 1800s.

◀ These women worked in one of the many booming industries of the North—a mill in Lowell, Massachusetts.

The Granger Collection, New York

ESSENTIAL QUESTIONS • How does technology change the way people live? • How do people adapt to their environment? • Why do people make economic choices?

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CHAPTER 14

PDF PROOFProgram: DOPA Component: Student

Vendor: Six Red Marbles Grade: Middle School

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WORLD EVENTS

U.S. EVENTS

U.S. PRESIDENTS

1820 1830

James Monroe 1817–1825

John Q. Adams 1825–1829

Andrew Jackson 1829–1837

Step Into the Time

Place and Time: United States 1820 to 1860

TIME LINE Review the time line. Identify an event on the time line that might help explain the growing immigration to the United States during this era. Explain your answer.

The United States is an expanding nation in 1840. Settlement has moved westward, and new cities and industries are emerging in the North and South.

Step Into the PlaceMAP FOCUS This is how the United States looked in 1840. Some areas were states, some were still territories, and some belonged to foreign nations. The 10 cities shown were the 10 largest cities at that time.

1 REGION In what regions of the country are all the organized states located?

2 LOCATION Where are the largest cities located?

3 CRITICAL THINKING Drawing Conclusions What factors do you think helped these cities grow?

1824 U.S. and Russia settle Northwest coast land claims

183McCreapat

1826 James Fenimore Cooper’s Last of the Mohicans is published

1820 Antarctica is discovered

1832 Greece recognized as independent state

1825 World’s fi rst public railroad opens in England

J M J h Q Ad A d J k

PACI FI C O CE AN

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Missouri R.

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BRI T erritorial Expansion 1840

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CHAPTER 14



North and South


1840 1850 1860

on Martin Van Buren 1837–1841

William Henry Harrison 1841

John Tyler1841–1845

James Polk1845–1849

Millard Fillmore1850–1853

Franklin Pierce1853–1857

James Buchanan1857–1861

Zachary Taylor1849–18501834

McCormick reaper is patented

1848 James Marshall discovers gold in California

e s

1845 Ireland experiences famine

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Brooklyn

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WisconsinTerritoryIowa

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Miss. Ala. Georgia

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Kentucky

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Ohio

Pennsylvania

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N.J.

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Mass.

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StatesTerritoriesUnorganized TerritoryClaimed areasForeign areasDisputed boundary

1851 Gold discovered in Australia

1857 Sepoy Rebellion begins in India

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Students will understand the following benchmarks from the Florida Next Generation Sunshine State Standards.SS.8.A.1.2 Analyze charts, graphs, maps, photographs and time lines;

analyze political cartoons; determine cause and eff ect. SS.8.G.4.2 Use geographic terms and tools to analyze the eff ects

throughout American history of migration to and within the United States, both on the place of origin and destination.

SS.8.G.4.6 Use political maps to describe changes in boundaries and governance throughout American history.

MAP Explore the interactive version of this map on NETWORKS.

TIME LINE Explore the interactive version of this time line on NETWORKS.

netw rksThere’s More Online!





Taking Notes: Determining Cause and Eff ect

As you read, use a diagram like the one shown to describe the three phases of the development of industrialization in the North. Phase 2

Phase 3

Phase 1

Development of Industrialization Content Vocabulary

• clipper ship• telegraph• Morse code

BIOGRAPHY John Deere

GRAPHIC ORGANIZER Phases of Industrialization

MAP Major Railroads 1860s Lesson 1

The Industrial North

ESSENTIAL QUESTION How does technology change the way people live?

It Matters BecauseIndustry and innovation expanded the North’s economy and power.

Technology and IndustryGUIDING QUESTION How did technology and industry change during the 1800s?

The early years of the 1800s saw much innovation in industry

and technology. The ways in which Americans worked, traveled,

and communicated underwent great change. The new ways

of living affected the whole nation, but their effects were most

dramatic in the North.

Three Phases of IndustrializationBefore industrialization, workers made most goods one item

at a time, from start to fi nish. To make clothes, a woman might

spin the thread, weave the cloth, then cut and sew the fabric.

Industrialization changed that way of working.

The North’s industrialization took place in three phases.

During the fi rst phase, employers divided jobs into smaller steps.

For example, one worker would spin thread—and nothing else.

Another worker wove cloth. Each worker specialized in one

step and became an expert in it. Two specialized workers could

produce more cloth than if each worker did both tasks.

During the second phase of industrialization, entrepreneurs

built factories to bring specialized workers together. This

allowed the product to move quickly from one worker to

the next.

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SS.8.A.1.2 Analyze charts, graphs, maps, photographs and time lines; analyze political cartoons; determine cause and eff ec t.

SS.8.A.4.5 Explain the causes, course, and consequences of the 19th century transportation revolution on the growth of the nation’s economy.

SS.8.A.4.10 Analyze the impact of technological advancements on the agricultural economy and slave labor.

SS.8.E.2.1 Analyze contributions of entrepreneurs, inventors, and other key individuals from various gender, social, and ethnic backgrounds in the development of the United States economy.

SS.8.G.2.2 Use geographic terms and tools to analyze case studies of regional issues in diff erent parts of the United States that have had critical economic, physical, or political ramifi cations.

North and South



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clipper ship ship with sleek hulls and tall sails that “clipped” time from long journeys

Academic Vocabulary

innovation a new development or invention

In 1851 the Flying Cloud, a famed clipper ship, sailed from New York City to San Francisco in 89 days.

In the third phase, workers used machines to complete tasks.

For example, machines called looms wove cloth using the power

of fl owing water. The machines worked much faster than any

human could. The worker’s job changed from weaving to tending

the machine.

Mass production of cloth began in New England in the early

1800s. Then, Elias Howe invented the sewing machine in 1846.

Workers could now make clothing in mass quantities by using

machine-made fabrics and sewing machines.

Similar changes were transforming other industries and

affecting the North’s economy. By 1860, the Northeast’s factories

made at least two-thirds of the country’s manufactured goods.

Changing TransportationImprovements in transportation contributed to the success of the

new American industries. Between 1800 and 1850, crews built

thousands of miles of roads and canals. By connecting lakes and

rivers, canals opened new shipping routes. In 1807 inventor Robert

Fulton launched his fi rst steamboat, the Clermont, on the Hudson

River. Steamboats made fast upstream travel possible. They carried

goods and passengers more cheaply and quickly along inland

waterways than fl atboats or sail-powered vessels did.

In the 1840s, builders began to widen and deepen canals to

make space for steamboats. By 1860, about 3,000 steamboats

traveled the country’s major rivers and canals, as well as

the Great Lakes. This encouraged the growth of cities

such as Cincinnati, Buffalo, and Chicago.

Sailing technology also improved in the

1840s. The new clipper ships featured tall sails

and sleek hulls. They could sail

300 miles (483 km) per day, as fast as

most steamships at that time. Clipper ships got their name because

they “clipped” time from

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could usually cut

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Lesson 1


The Railroads Arrive The fi rst railroads in the United States ran along short stretches

of track that connected mines with nearby rivers. Horses pulled

these early trains. The fi rst steam-powered passenger locomotive

began running in Britain in 1829.

A year later, Peter Cooper designed and built the fi rst

American steam-powered locomotive. The Tom Thumb, as it

was called, got off to a slow start. It actually lost a race staged

against a horse-drawn train when its engine failed. Before long,

however, engineers had improved the technology. By 1840, steam

locomotives were pulling trains in the United States. In 1840 the

United States had almost 3,000 miles (4,828 km) of railroad track.

By 1860, the nation’s tracks totaled about 31,000 miles (49,890 km),

mostly in the North and Midwest.

The new rail lines connected many cities. One line linked the

cities of New York and Buffalo. Another connected Philadelphia

and Pittsburgh. Railway builders connected these eastern lines

to lines being built farther west in Ohio, Indiana, and Illinois.

By 1860, the nation’s railroads formed a network that united the

Midwest and the East.

Moving Goods and People The impact of improved transportation was felt deeply in the

western areas of the country. Before canals and railroads, farmers

sent their crops down the Mississippi River to New Orleans.

From there, goods sailed to the East Coast or to other countries.

This took a considerable amount of time and often caused goods

to be more expensive.

Railways and canals transformed trade in these regions. The

opening of the Erie Canal in 1825 and later the railroad networks

allowed grain, livestock, and dairy products to move directly

from the Midwest to the East. Improvements in transportation

provided benefi ts to both businesses and consumers. Farmers

and manufacturers could now move goods faster and more

cheaply. As a result, consumers could purchase them at lower

prices than in the past.

The railroads also played an important role in the settlement

of the Midwest and the growth of its industry. Fast, affordable

train travel brought people into Ohio, Indiana, and Illinois. The

populations of these states grew. New towns and industries

developed as more people moved into the area.

telegraph a device that used electric signals to send messages

Academic Vocabulary

transform to change signifi cantly

Build Vocabulary: Multiple Meaning Words

The word engineer has many meanings. As a verb, it can mean to use science and math to make certain complex products. As a noun, it often means someone who applies those skills—for example, someone who builds buildings or electrical systems. The word also refers to the people who operate and drive trains.

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Florida’s Coast-to-Coast Railroad

Th e fi rst major railroad to cross the state of Florida ran from Fernandina in the northeast corner of the state 155 miles (249 km) southwest to Cedar Key. Built in the 1850s, this line helped open up the middle of the state for settlement and development. It provided a means for Floridians there to move products to market.

North and South




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Progress with Problems As more people moved more quickly along railways and

waterways, the possibility of disaster also increased. Some tragic

events occurred.

The SS Central America was a 270-foot side-wheel steamer that

carried passengers and cargo between New York and the Central

American country of Panama. The ship traveled one part of a

widely traveled route between the East Coast and California.

In September 1857, the Central America was carrying a full load

of passengers and a large amount of gold when it steamed into

a hurricane. The ship sank off the coast of the Carolinas, and

hundreds of people drowned.

The Great Train Wreck of 1856 occurred between Camp Hill

and Fort Washington, Pennsylvania, on July 17, 1856. Two trains

slammed head-on into each other. An estimated 60 people were

killed, and more than 100 were injured. At that point in time, it

was considered one of the worst accidents in railroad history.

The tragic news horrifi ed the nation. Newspapers demanded

that railroad companies improve their methods and equipment

and make the safety of passengers their fi rst concern.

Communications BreakthroughsThe growth of industry and the new pace of travel created a

need for faster methods of communication. The telegraph

(teh • luh • graf)—a device that used electric signals to send

messages—fi lled that need.

GEOGRAPHY CONNECTION

Railroads were important not only for transporting people across the country, but they also allowed goods to be shipped greater distances than ever before.

1 REGION Which regions were least served by railroads in 1860?

2 CRITICAL THINKING Making Connections Looking at the map, you can see that most of the railroad mileage runs between eastern and western points. Why do you think that is?

AT L A N T I CO C E A N

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SS.8.A.1.2



Lesson 1


John Deere (1804–1886)

John Deere was born in Vermont. He trained as a blacksmith but found it diffi cult to make a living in his home state. He traveled to the state of Illinois in the 1830s. There he learned that farmers were having a diffi cult time plowing the region’s rich but sticky soil with the rough iron plows of the day. Deere began making a polished steel plow that performed much better. Within 10 years, Deere was selling 1,000 plows per year. He was quoted as saying, “I will never put my name on a product that does not have in it the best that is in me.”

Samuel Morse, an American inventor, developed a system

for sending coded messages instantly along electrical wires.

After Morse showed his system could send messages over a

short distance, Congress gave him money to test the device over

a wider area. Morse strung wires between Washington, D.C.,

and Baltimore, Maryland. On May 24, 1844, he was ready to try

out his system. A crowd of people watched as Morse tapped out

the words “What hath God wrought” on his telegraph system.

A few moments later, the operator in Baltimore sent the same

message back in reply. Morse’s telegraph had worked!

Telegraph operators sent messages quickly by using Morse code. This code uses different arrangements of short and long

signals—dots and dashes—to represent letters of the alphabet.

Telegraph companies formed, and workers put up telegraph

lines across the country. By 1852, there were about 23,000 miles

(37,015 km) of telegraph lines in the United States.

The telegraph allowed information to be communicated

in minutes rather than days. People could quickly learn about

news and events from other areas of the United States. The

telegraph also allowed businesses to become more effi cient with

production and shipping.

✓ PROGRESS CHECK

Explaining How did canals and railways transform trade in the interior of the United States?

Farming InnovationsGUIDING QUESTION What changes made agriculture more profi table in the 1830s?

In the early 1800s, few farmers were willing to settle in the

treeless Great Plains west of Missouri, Iowa, and Minnesota.

Even areas of mixed forest and prairie west of Ohio and

Kentucky seemed too diffi cult for farming. Settlers worried that

their old plows could not break the prairie’s matted sod. They

also worried that the soil would not be fertile enough to support

fi elds of crops.

Advancements in AgricultureThree inventions of the 1830s helped farmers overcome

diffi culties in farming the land. As a result, settlement

expanded throughout wider areas of the Midwest.

Morse code a system of dots and dashes that represent the alphabet

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SS.8.E.2.1

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One of these inventions was the steel-tipped plow

developed by John Deere in 1837. This allowed farmers to

cut through the hard-packed prairie sod. Knowing that they

would be able to farm the land on the prairies helped people

make the decision to move west. Equally important to the

transformation of farming were the mechanical reaper, which

sped up the harvesting of wheat, and the thresher, which

quickly separated the grain from the stalk. Each of these

innovations reduced the labor required for farming.

McCormick’s Reaper Cyrus McCormick was the genius behind the invention of the

mechanical reaper. Before this invention, farmers had harvested

grain with handheld cutting tools. McCormick’s reaper

greatly increased the amount of crop a farmer could harvest.

Because farmers could harvest more wheat, they could plant

more of it. Growing wheat became profi table. Raising wheat

became and would remain the main economic activity on the

Midwestern prairies.

New machines and the ease of access to railroads allowed

farmers to plant more acres with cash crops. Midwestern

farmers grew wheat and shipped it east by train and canal

barge. Northeast and Middle Atlantic farmers increased their

production of fruits and vegetables.

In spite of improvements in agriculture, the North

was steadily becoming more industrial and urban.

Agriculture in the region was still growing, but industry

was growing faster.

✓ PROGRESS CHECK

Identifying What innovation sped up the harvesting of wheat?

LESSON 1 LESSON 1 REVIEWREVIEW

Review Vocabulary

1. Use these two words in a sentence that showstheir importance to American life in theearly 1800s.

a. tele graph b. Mor se code

Answer the Guiding Questions

2. Explaining How was water transportation improved in the 1800s?

3. Summarizing How were messages sent by telegraph?

4. Identifying List innovations in farming methods in the 1830s.

5. EXPOSITORY WRITING Which individual do you think created the invention with the greatest impact on the nation’s development, and why?

• Sa muel Morse• Joh n Deere• C yrus McCormick

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LA.8.1.6.1 The student will use new vocabulary that is introduced and taught directly.

LA.8.1.6.1

SS.8.A.4.5

SS.8.E.2.1

SS.8.A.4.10

SS.8.E.2.1



Lesson 1



Taking Notes: Identifying

As you read, use a diagram like the one here to list two reasons that cities grew.

Growth of CitiesContent Vocabulary

• trade union • famine• strike • nativist• prejudice• discrimination

CHART/GRAPH • Immigration Sources• Immigration, 1820–1860

GRAPHIC ORGANIZER Growth of Cities

PRIMARY SOURCE Life in Lowell

SLIDE SHOW Child Labor

Lesson 2

People of the North

ESSENTIAL QUESTION How do people adapt to their environment?

It Matters BecauseIndustrialization in the North changed the way people lived and worked as well as where they lived and worked.

The Factories of the NorthGUIDING QUESTION Why did many Americans push for reform in the workplace during this era?

The factory system combined several steps of an item’s

production under one roof. In the mid-1800s, machines took

over more and more manufacturing tasks. The range of goods

manufactured this way also increased. American factories

began to turn out everything from fabric and clothing to shoes,

watches, guns, sewing machines, and agricultural machinery.

Conditions for Factory WorkersWorking conditions worsened as the factory system developed.

Employees worked long hours. By 1840, the average workday

was 11.4 hours. Longer days caused fatigue—and on-the-job

accidents. Many factory machines had rapidly moving belts and

other parts. These belts had no shields for protection, and many

workers, especially children, suffered injuries from these belts.

Belts were just one of the many hazards of factory work.

Employees often worked under harsh conditions. In the summer,

factories were hot and stifl ing. The machines gave off heat, and there

was no such thing as air-conditioning at that time. Likewise, in the

winter workers were often cold because most factories had no heating.

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SS.8.A.4.7 Explain the causes, course, and consequences (industrial growth, subsequent eff ect on children and women) of New England’s textile industry.


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Child Labor Laws

In the United States today, federal laws place strict limits on the work children can do. Th e Fair Labor Standards Act limits the hours that a child under the age of 16 can work. It also prohibits children from certain dangerous jobs, such as working in logging or operating a crane. States also have child labor laws, which are sometimes even more strict than federal law.

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No laws existed to control working conditions or protect

workers. Factory owners were often more concerned about

profi ts than about employees’ comfort and safety.

Child labor was also a serious problem. Children in factories

often worked six days a week and 12 hours or more a day. The

work was dangerous and hard. Young workers tended machines

in mills and worked underground in coal mines. Reformers

called for laws to regulate child labor, shorten work hours,

and improve conditions. Many years passed before child labor

regulations became law.

Workers’ Attempts to Organize Workers tried various ways to gain better conditions in the

workplace. By the 1830s, they began organizing into unions.

Skilled workers formed trade unions. These were groups of

workers with the same trade, or skill. The idea was that by

working together, union members would have more power than

they would as individuals.

In New York City, skilled workers wanted to receive higher

wages and limit their workday to 10 hours. Groups of skilled

workers formed the General Trades Union of the City of New

York. The workers staged a series of strikes in the mid-1830s. A

strike is a refusal to work in order to put pressure on employers.

Going on strike was illegal in the early 1800s. In addition to

the threat of losing their jobs, workers who went on strike faced

punishment for breaking the law. In 1842 a Massachusetts court

ruled that workers did have the right to strike. However, workers

would not receive other legal rights for many more years.

African Americans in the NorthIn the North, slavery had largely disappeared by the 1830s. Still,

racial prejudice (PREH • juh • duhs)—an unfair opinion of a

group—and discrimination (dihs • krih • muh • NAY • shuhn)—

unfair treatment of a group—remained. White men in New York

no longer had to own property in order to vote. Few African

Americans enjoyed this right. Rhode Island and Pennsylvania

passed laws to keep African Americans from voting.

In addition, most communities in the North did not allow

African Americans to attend public schools. Many communities

also kept them from using other public services. African

Americans often had to attend poor-quality schools and go to

hospitals that were reserved only for them.

trade union group of workers with the same trade, or skillstrike a work stoppage by employees as a protest against an employer

prejudice an unfair opinion not based on factsdiscrimination unf air treatment

Academic Vocabulary

community group of people who live in the same area

Manufacturers often hired children because they could pay children lower wages than adult workers.

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Lesson 2


In the business world, a few African Americans found

success. In New York City, Samuel Cornish and John B.

Russwurm founded Freedom’s Journal, the fi rst African

American newspaper, in 1827. In 1845 Macon B. Allen

became the fi rst African American licensed, or given offi cial

authority, to practice law in the United States. Most African

Americans, however, lived in poverty in the mid-1800s.

Women WorkersWomen also faced discrimination in the workplace.

Employers often paid women half as much as they paid

male workers. Men kept women from joining unions and

wanted them kept out of the workplace.

In the 1830s and 1840s, some female workers tried to

organize. Sarah G. Bagley, a weaver from Massachusetts,

founded the Lowell Female Labor Reform Organization. In

1845 her group petitioned for a 10-hour workday. Because

most of the workers were women, the legislature did not

consider the petition. However, movements like the one

Sarah Bagley led paved the way for later movements to

help working women.

✓ PROGRESS CHECK

Describing How did conditions for workers change as the factory system developed?

The Growth of CitiesGUIDING QUESTION What challenges did European immigrants face in Northern cities?

Industrialization had a big impact on cities. Factories were

usually in urban areas. Because factories drew workers,

Northern cities grew in size in the early 1800s.

Urban Populations GrowSome major cities developed between 1820 and 1840 from

Midwestern villages located along rivers. St. Louis sits on the

banks of the Mississippi River just south of where that river

meets the Illinois and Missouri Rivers. By the mid-1800s,

steamboats from north and south lined up along the docks of

St. Louis. Pittsburgh, Cincinnati, and Louisville also profi ted

from their locations on waterways. These cities became centers of

trade that linked Midwest farmers with cities of the Northeast.

famine an extreme shortage of foodnativist person opposed to immigration

Academic Vocabulary

license to give an offi cial authority to do something

InBe

St

fr

of

fadi

1.

to

an

St

so

pr

ImEu

an

ch

ImIn

im

vi

fu

bl

ac

w

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The women who worked at the Lowell mills communicated—and shared grievances—through a publication called the Lowell Off ering. It included creative works on many topics, including the hardships facing factory workers.

su

Ru

A

b

a

A

WW

The

Gra

nger

Col

lect

ion,

NYC


FL

390

NGSSS covered in“The Growth of Cities”


SS.8.A.1.7 View historic events through the eyes of those who were there as shown in their art, writings, music, and artifacts.

SS.8.A.4.7 Explain the causes, course, and consequences (industrial growth, subsequent eff ect on children and women) of New England’s textile industry.

continued on page 391

SS.8.A.4.7

North and South




l

n

of

Increased Immigration Between the years 1840 and 1860, immigration to the United

States grew sharply. The greatest number of immigrants came

from Ireland. A plant disease, the potato blight, destroyed most

of the Irish food supply in the 1840s. The people of Ireland faced

famine, an extreme shortage of food. More than a million people

died during what was called the Great Irish Famine. Another

1.5 million Irish emigrants—people who leave their home

to move elsewhere—left for the United States between 1846

and 1860.

The second largest group of immigrants in the United

States between 1820 and 1860 came from Germany. Some

sought work and opportunity. Others fl ed to escape political

problems at home.

Immigration’s ImpactEuropean immigrants brought languages, customs, religions,

and traditions to their new country. Some of their ways of living

changed American culture.

Immigrants Face PrejudiceIn the 1830s and 1840s, some people began to resist

immigration. They were known as nativists (NAY • tih •

vihsts). Nativists believed that immigration threatened the

future of “native”—American-born—citizens. They often

blamed immigrants for problems in society. Some nativists

accused immigrants of taking jobs from “real” Americans and

were angry that immigrants would work for lower wages.

Others accused immigrants of bringing crime and disease to

U.S. cities.

IMMIGRATION IN THE MID-1800s

Immigrants came to the United States from diff erent countries in the mid-1800s.

1 CALCULATING What share of immigrants came from Great Britain and Ireland combined between 1841 and 1860?

2 CRITICAL THINKING Drawing Conclusions What can you conclude about Germany and Ireland during this time based on this information?

GRAPH SKILL

SOURCES OF U.S. IMMIGRATION 1841–1860

Germany

Ireland

Great Britain

All other nations

32%

39%

13%

16%

YEAR

AN

NU

AL

IMM

IGR

ATIO

NI

N T

HO

USA

ND

S

1820

400

300

200

100

01830 1840 1850 1860

IMMIGRATION 1820–1860

The

Gra

nger

Col

lect

ion,

NYC

FL FL

391

N GSSS covered in“The Growth of Cities”

continued from page 390SS.8.E.2.3 Assess the role of Africans and other

minority groups in the economic development of the United States.

SS.8.G.4.2 Use geographic terms and tools to analyze the eff ects throughout American history of migration to and within the United States, both on the place of origin and destination.

SS.8.G.4.5 Use geographic terms and tools to analyze case studies of the development, growth, and changing nature of cities and urban centers in the United States over time.


SS.8.A.1.2, SS.8.A.4.2

SS.8.A.1.2, SS.8.A.4.2



Lesson 2


The Know-Nothing Party In 1849 nativists formed a new political party. Because party

members often answered questions about their group with the

statement “I know nothing,” the party came to be known as the

Know-Nothing Party. The Know-Nothings called for stricter

citizenship laws. In 1854 the Know-Nothings became known as

the American Party.

PRIMARY SOURCE

“ Americans must rule America; and to this end native-born citizens should be selected for all State, Federal and municipal offi ces of government employment, in preference to all others. ”

—American Party platform, from the American National Convention, 1856

✓ PROGRESS CHECK

Identifying From which two nations did most immigrants come in the mid-1800s?


Review Vocabulary

1. Use these terms in a sentence that explains their meaning.

a. tra de union b. st rike

2. Write a brief statement about life in the mid-1800s using the following terms.

a. pre judice b. dis crimination c. famine d. nativist e. emigrant


3. Listing What were some of the early attempts at work reform in the North?

4. Discussing Why did some Americans object to immigration?

5. Explaining What were conditions like for African Americans in the North in the mid-1800s?

6. PERSONAL WRITING Take the role of a young person working in a factory in the North in the mid-1800s. Write a letter in which you tell a friend what you like and dislike about your job.

IMMIGRANTS AS A PERCENTAGE OF POPULATIONImmigration to the United States had a noticeable eff ect on the country’s population.

1 CALCULATING How much larger was the immigrant population as a share of the overall population in 1860 compared to 1820?

2 CRITICAL THINKING Speculating How might a nativist react to thisinformation?

GRAPH SKILL

Source: Historical Census Browser, University of Virginia

1820 1860

Immigrants (not naturalized)

American Citizens87%

less than 1%

99.5%

13%

FL

392

SS.8.A.1.2

SS.8.A.4.2

LA.8.1.6.1

LA.8.1.6.1

SS.8.A.4.7

SS.8.G.4.2

SS.8.E.2.3

SS.8.A.1.7

North and South





Taking Notes: Determining Cause and Eff ect

As you read, use a diagram like this one to show the reasons cotton production grew but industrial growth was slower in the South.

Cotton Industry

Content Vocabulary

• productivity• domestic slave

trade

GRAPHIC ORGANIZER The Southern Economy

MAP Cotton Production 1820–1860

Lesson 3

Southern Cotton Kingdom

ESSENTIAL QUESTION Why do people make economic choices?

It Matters BecauseThe demand for cotton deepened the white South’s commitment to slavery and a slave-based economy.

Rise of the Cotton KingdomGUIDING QUESTION How were the economies of the South and North diff erent?

In the early years of the United States, the South had an economy

based almost entirely on farming, despite the fact that settlers

had developed only a small part of the region. Most Southerners

lived in the Upper South, an area along the Atlantic coast in

Maryland, Virginia, and North Carolina. A few people had also

settled in Georgia and South Carolina.

By 1850, the South had changed. Its population had spread

inland to the Deep South. This region includes Georgia and South

Carolina, as well as Alabama, Mississippi, Louisiana, and Texas.

The economy of the South was thriving. That economy depended,

however, on slavery. In fact, slavery grew stronger than ever in the

South, while it all but disappeared in the North.

Cotton Is King Southern planters grew mainly rice, indigo, and tobacco in

colonial times. After the American Revolution, demand for these

crops decreased. European mills now wanted Southern cotton.

Raising a cotton crop took a large amount of time and labor.

After the harvest, workers had to carefully separate the plant’s

sticky seeds from the cotton fi bers.

Florida

SouthCarolina

Georgia

ma

51.6%

1840

(c) S

SPL/

The

Imag

e W

orks


FL

393

NGSSS covered in“Rise of the Cotton Kingdom”



SS.8.E.1.1 Examine motivating economic factors that infl uenced the development of the United States economy over time including scarcity, supply and demand, opportunity costs, incentives, profi ts, and entrepreneurial aspects.

SS.8.E.2.3 Assess the role of Africans and other minority groups in the economic development of the United States.



Lesson 3


Missouri Illinois Indiana OhioWest

Virginia

Oklahoma

Kansas

KentuckyVirginia

Md. Del.

North CarolinaTennessee

Florida

SouthCarolina

Georgia

AlabamaMississippi

LouisianaTexas

Arkansas

Gulf of Mexico

AT L AN T I CO CE AN

Major cotton-producingareas 1820Major cotton-producingareas 1860Present day borders

0 200 km

200 miles0

Albers Equal-Area projection

N

S

EW

Eli Whitney solved this problem with his invention of the

cotton gin in 1793. Whitney’s gin quickly and easily removed

seeds from cotton fi bers. With a cotton gin, productivity

(proh • duhk • TIH • vuh • tee)—the amount a worker can produce

in a given time—shot up. The cotton gin helped workers

process 50 times more cotton each day than they could

by hand.

The use of the cotton gin had important consequences. It encouraged farmers to grow more cotton in more places.

Because Southern planters relied on enslaved workers to plant

and pick their cotton, the demand for slave labor increased.

Slavery spread across a larger area of the South.

By 1860, the Deep South and Upper South remained

agricultural, but each region concentrated on different crops.

The Upper South grew more tobacco, hemp, wheat, and

vegetables. The Deep South produced more cotton, as well as

rice and sugarcane.

Because more workers were needed to produce cotton and

sugar, the sale of enslaved Africans became a big business.

The Upper South became a center for the sale and transport of

enslaved people. This trade became known as the domestic slave trade.

✓ PROGRESS CHECK

Describing What eff ect did the cotton gin have on the South’s economy?

productivity a measure of how much a worker can produce with a given amount of time and eff ortdomestic slave trade the trade of enslaved people among states of the United States

Academic Vocabulary

process to prepareconsequence result

SGU

In

W

es

in

or

in

w

po

m

w

th

PR

“claco

Cotton Production 1820–1860

GEOGRAPHY CONNECTION

Agriculture was very profi table in the South. By 1860, much of the South was devoted to raising cotton.

1 REGION In which region did cotton expand most,the Upper South or Deep South?

2 CRITICAL THINKING Making Connections How might the expansion of slavery in the Deep South aff ect slavery in the Upper South?

SSPL

/The

Imag

e W

orks


FL

394

SS.8.A.1.2

SS.8.A.1.2, SS.8.E.2.3

North and South




ce

Southern Industry GUIDING QUESTION Why did industry develop slowly in the South?

Industry developed more slowly in the South than in the North.

Why was this so? One reason was the boom in cotton. Agriculture,

especially cotton farming, produced great profi ts. Building new

industry is costly. Planters would have had to sell enslaved people

or land to raise the money to build factories. They chose instead to

invest in profi table agriculture—including enslaved Africans.

In addition, the market for manufactured goods in the South

was small. Enslaved people, who made up a large share of the

population, had no money to buy goods. This limited local

market discouraged industries from developing.

For these reasons, some white Southerners simply did not

want industry. One Texas politician, Louis Wigfall, summed up

that Southern point of view:

PRIMARY SOURCE

“ We want no manufactures: we desire no trading, no mechanical or manufacturing classes. As long as we have our rice, our sugar, our tobacco and our cotton, we can command wealth to purchase all we want. ”

—quoted in Louis T. Wigfall, Southern Fire-Eater

INCREASES IN PRODUCTIVITYNew inventions helped increase worker productivity in the 1800s. Increased productivity meant farmers could grow more cotton to sell. By the mid-1800s, cotton made up more than one-half of U.S. exports.

COTTON PRODUCTION AS APERCENTAGE OF U.S. EXPORTS

1800

7.1%

57.5%51.6%

1840

32%

1820

1860

Source: Historical Statistics of the United States

Elias Howe’s sewing machine drove up worker productivity by enabling workers to make large amounts of clothing in a day.

Cotton’s role in the economy of the South—and the nation—increased in the 1800s.

1 CONTRASTING How did cotton’s share of the U.S. export market change between 1800 and 1860?

2 CRITICAL THINKING Determining Cause and Eff ec t How do you think increases in productivity aff ected the demand for enslaved labor? Explain.

ECONOMICS SKILL

SSPL

/The

Imag

e W

orks

FL FL

NGSSS covered in“Southern Industry”





SS.8.A.1.2, SS.8.A.4.10

SS.8.A.1.2




Factories in the South Some Southern leaders wanted to develop industry in the

region. They thought that the South depended too much on the

North for manufactured goods. These leaders also argued that

factories would improve the economy of the Upper South.

William Gregg of South Carolina shared this view. He

opened his own textile factory. Georgia’s Augustin Clayton also

went into textiles, opening a cotton mill. In Virginia, Joseph

Reid Anderson made Tredegar Iron Works one of the nation’s

leading iron producers. The Alabama Iron Works also included a

sawmill for producing lumber. These industries, however, were

not typical of the South.

Southern TransportationIn general, farmers and the few manufacturers of the South

relied on natural waterways to transport their goods. Most

towns were located on coasts or along rivers because canals were

scarce and roads were poor.

Southern rail lines were short, local, and not linked together.

The South had fewer railroads than the North. This caused

Southern cities to grow more slowly than Northern cities, where

railways were major routes of commerce and settlement. The

rail networks in the North also gave Northern manufacturers an

advantage over their Southern competitors. Lower shipping costs

allowed Northerners to charge less for their goods. By 1860, only

about one-third of the nation’s rail lines lay within the South.

This rail shortage would hurt the South in the years to come.

✓ PROGRESS CHECK

Explaining How did slavery aff ect the development of the Southern economy?


Review Vocabulary

1. Use these two words in a sentence in a way that shows their meaning and relationship.

a. produc tivity b. domestic slave trade


2. Comparing Discuss ways the economiesof the Upper South and the Deep South became dependent on each otheraround 1860.

3. Explaining How did some Southerners contribute to industrial growth inthe region?

4. Identifying What were the barriers to Southern transportation?

5. PERSUASIVE WRITING Look again at the words of Texas politician Louis Wigfall, who said, “We want no manufactures.” Add a second paragraph to this quotation that explains why, in words you imagine Wigfall might use, he opposes industry for the South.

FL

396

LA.8.1.6.1

SS.8.A.4.10, SS.8.E.1.1, SS.8.E.2.3

SS.8.A.1.7

SS.8.A.4.10, SS.8.E.1.1

SS.8.A.4.10, SS.8.E.1.1

North and South





Taking Notes: Describing

As you read, use a diagram like the one here to describe the work that was done on Southern plantations.

Working on a Plantation

Content Vocabulary

• yeoman • slave codes• overseer • Underground Railroad• spiritual • literacy

BIOGRAPHY Harriet Tubman

GRAPHIC ORGANIZER Working on a Plantation

PRIMARY SOURCE American Slavery As It Is

VIDEO

Lesson 4

People of the South

ESSENTIAL QUESTION How do people adapt to their environment?

It Matters BecauseEnslaved Africans faced many hardships but were able to establish family lives, religious beliefs, and a distinct culture.

Southern AgricultureGUIDING QUESTION How were Southern farms diff erent from Southern plantations?

Slavery was at the heart of the Southern economy, but that

did not mean that every white person owned large numbers

of enslaved people. White society in the South was complex

and had many levels. Most white Southerners fi t into one

of four categories: yeomen, tenant farmer, rural poor, or

plantation owner.

Small Farmers and the Rural PoorMost white people in the South were yeomen (YOH • muhn),

farmers who generally owned small farms of 50 to 200 acres

(20–81 ha). These yeomen lived mostly in the Upper South

and in the hilly areas of the Deep South. They did not practice

plantation-style agriculture. They grew crops to use themselves

and to trade with local merchants. Yeomen generally owned few

or no enslaved African Americans.

Another group of Southern whites worked as tenant farmers.

They rented land from property owners.

These classes of white Southerners made up the majority of the

white population of the South. They lived in simple homes—cottages

or log cabins. The poorest of these groups lived in crude cabins.

(l) C

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the

New

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FL

397

NGSSS covered in“Southern Agriculture”


SS.8.A.4.8 Describe the infl uence of individuals on social and political developments of this era in American History.

SS.8.A.4.11 Examine the aspects of slave culture including plantation life, resistance eff orts, and the role of the slaves’ spiritual system.

SS.8.A.5.2 Analyze the role of slavery in the development of sectional confl ict.

SS.8.E.1.1 Examine motivating economic factors that infl uenced the development of the United States economy over time including scarcity, supply and demand, opportunity costs, incentives, profi ts, and entrepreneurial aspects.



Lesson 4


SOUTHERN POPULATION 1860

These rural poor were often stubborn and independent. Though they

were looked down upon by many, they were proud of their ability to

provide for their families.

A few free African Americans also held enslaved workers.

Some free African Americans bought members of their own

families to free them, although others worked their enslaved

workers in the same manner as white Southern planters.

Plantation Owners The larger plantations covered several thousand acres. In

addition to the land they owned, plantation owners measured

their wealth by the number of enslaved people they had. In

1860 only about 4 percent of slaveholders held 20 or more

enslaved workers.

Earning profi ts was the main goal for owners of large

plantations. To make a profi t, they needed to bring in more

money than they spent to run their plantations.

Large plantations had fi xed costs. These are operating costs

that remain much the same year after year. For example, the cost

of housing and feeding workers is a fi xed cost. There is no easy

way to reduce a fi xed cost.

On the other hand, the price of cotton changed from season

to season. A change in price often meant the difference between

a successful year for a plantation and a bad one.

yeoman farmer who owns a small farm Reading in the Content Area: Circle Graphs

Circle graphs show how a whole is divided into parts. In the graph above, what is the whole being shown, and what is the largest share of that whole?

of

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This picture shows the Legree Plantation, Capers Island, South Carolina.

*Total population = 12 millionSource: Geospatial and Statistical Data Center

2%

17%

49%

32%

African AmericansEnslavedFree

SlaveholdersNot Slaveholders

Whites

In 1860 about 400,000 households in the South held enslaved workers. Nearly 4 million African Americans remained in slavery.

1 IDENTIFYING What percentage of the total Southern population was African American?

2 CRITICAL THINKING Making Inferences Given the size of the African American population, how do you think white Southerners were ableto control African Americans?

GRAPH SKILL

Colle

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the

New

-Yor

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Soc

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/Brid

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CORB

ISReadingeading HELPDESKDESK

FL

398

SS.8.A.1.2

SS.8.A.1.2

North and South




ey

o

st

n

Plantation owners—who were almost always men—traveled

often in order to ensure fair dealings with traders. Their wives

often led diffi cult and lonely lives. They took charge of their

households and supervised the buildings. They watched over

the enslaved domestic workers and sometimes tended to them

when they became ill. Women also often kept the plantation’s

fi nancial records.

Keeping a plantation running involved many tasks. Some

enslaved people cleaned the house, cooked, did laundry and

sewing, and served meals. Others were trained as blacksmiths,

carpenters, shoemakers, or weavers. Still others tended livestock.

Most enslaved African Americans, however, were fi eld hands.

They worked from sunrise to sunset to plant, tend, and harvest

crops. An overseer (OH • vuhr • see • uhr), or plantation manager,

supervised them.

✓ PROGRESS CHECK

Identifying What group made up the largest number of whites in the South?

The Lives of Enslaved PeopleGUIDING QUESTION How did enslaved African Americans try to cope with their lack of freedom?

The fate of most enslaved African Americans was hardship and

misery. They worked hard, earned no money, and had little hope of

freedom. They lived with the threat that an owner could sell them or

members of their family without warning. In the face of these brutal

conditions, enslaved African Americans tried to build stability.

They kept up their family lives as best they could. They developed a

culture all their own that blended African and American elements.

They came up with clever ways to resist slavery.

African American Family LifeThe law did not recognize slave marriages. Still,

enslaved people did marry and raise families, which

provided comfort and support. Uncertainty and

danger, however, were always present. There were no

laws or customs that would stop a slaveholder from

breaking a family apart. If a slaveholder chose to—or

if the slaveholder died—families could be and often

were separated.

overseer pl antation manager

and

hope of

ll them or

se brutal

lity.

veloped a

ements.

The punishments used against enslaved people included whipping, which could leave terrible scars.

Colle

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the

New

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isto

rical

Soc

iety

/Brid

gem

an A

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ibra

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CORB

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FL FL

399

NGSSS covered in“The Lives of Enslaved People”



SS.8.A.4.11 Examine the aspects of slave culture including plantation life, resistance eff orts, and the role of the slaves’ spiritual system.



Lesson 4


American Music

From the rhythmic patterns and themes of work songs and spirituals arose a new musical form—the blues. Th e blues infl uenced later styles, including jazz, rock and roll, and rap.

Wynton Marsalis is a modern-day jazz musician whose music has its roots in work songs and spirituals.

In the face of this threat, enslaved people set up a network

of relatives and friends. If an owner sold a father or mother, an

aunt, an uncle, or a close friend stepped in to raise the children

left behind. These networks were a source of strength in the lives

of enslaved people. Large, close-knit extended families became

an important part of African American culture.

African American CultureIn 1808 Congress banned the import of slaves. Slavery remained

legal, but traders could no longer purchase enslaved people

from other countries. Some illegal slave trading continued, but

by 1860, almost all the enslaved people in the South had been

born there.

Though most enslaved people were born in the United States,

they tried to preserve African customs. They passed traditional

African folk stories on to their children. They performed African

music and dance.

Enslaved people also drew on African rhythms to create

musical forms that were uniquely American. One form was the

work song, or fi eld holler. A worker led a rhythmic call-and-

response song, which sometimes included shouts and moans.

The beat set the tempo for their work in the fi elds.

African American ReligionMany enslaved African Americans followed traditional African

religious beliefs and practices. Others, however, accepted the

Christian religion that was dominant in the United States.

Christianity became for enslaved people a religion of hope

and resistance. Enslaved people prayed for their freedom.

They expressed their beliefs in spirituals, African American

religious folk songs. The spiritual below, for example, refers to

the biblical story of Daniel, whom God saved from being eaten

by lions:

PRIMARY SOURCE

“ Didn’t my Lord deliver DanielDeliver Daniel, deliver DanielDidn’t my Lord deliver DanielAn’ why not-a every man. ”

—from Didn’t My Lord Deliver Daniel

spiritual an African American religious folk song

Academic Vocabulary

legal permitted by law

ab

sp

STh

w

Su

So

sl

gr

pa

or

en

pe

FEn

ag

w

en

gr

So

fo

slco

Carlo

s Bar

ria/R

eute

rs/C

ORB

IS

CORB

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FL

400 North and South




es

d

s,

n

n

n

iel

Spirituals helped enslaved people express joy—but also sadness

about their suffering here on Earth. Enslaved people also used

spirituals as a way to communicate secretly among themselves.

Slave CodesThe slave codes, sometimes called black codes or Negro Laws,

were laws in the Southern states that controlled enslaved people.

Such laws had existed since colonial times.

One purpose of the codes was to prevent what white

Southerners dreaded most—a slave rebellion. For this reason,

slave codes prohibited enslaved people from gathering in large

groups. The codes also required enslaved people to have written

passes before leaving the slaveholder’s property.

The slave codes made teaching enslaved people to read

or write a crime. White Southerners feared that an educated

enslaved person might start a revolt. They thought an enslaved

person who could not read and write was less likely to rebel.

Fighting BackEnslaved African Americans did sometimes rebel openly

against their owners. One who did was Nat Turner.

Turner, who had taught himself to read and

write, was a popular religious leader among the

enslaved people in his area. In 1831 he led a

group of followers on a brief, violent rampage in

Southhampton County, Virginia. Turner and his

followers killed at least 55 whites.

slave codes laws in a Southern state that controlled enslaved people

Academic Vocabulary

brief short

On large plantations, enslaved people might live in small communities such as this.

y

Copper slave tags identifi ed enslaved workers when they were away from their home plantation.

▶ CRITICAL THINKING Drawing Conclusions Why do you think enslaved Africans might need identifi cation tags when they were away from their plantations?

Carlo

s Bar

ria/R

eute

rs/C

ORB

IS

CORB

IS

FL FL

401

SS.8.A.4.11



Lesson 4


Harriet Tubman (c. 1820–1913)

Harriet Tubman was born into slavery in Maryland. She escaped in 1849 and fl ed to Philadelphia. The following year Tubman returned to free her family. This began a career during which she made 19 trips to the slaveholding South and helped about 300 slaves escape to freedom. During the Civil War, Tubman helped the Union Army. In June 1863, she led a squad of African American soldiers on a South Carolina mission the led to the freeing of 800 enslaved African Americans. After the war, Tubman became an active women’s suff ragist and created the Home for the Aged in Auburn, New York. She died there in 1913.

Two months after the uprising began, authorities captured

and hanged Turner. Still, his rebellion terrifi ed white

Southerners. White mobs killed dozens of African Americans,

many of whom had nothing to do with the rebellion. Whites

also passed more severe slave codes, making life under slavery

even harsher.

Armed revolts such as Turner’s were rare because enslaved

African Americans realized they had little chance of winning.

For the most part, enslaved people resisted slavery by working

slowly or by pretending to be ill. Sometimes they might

set fi re to a plantation building or break tools. Such acts

helped enslaved African Americans cope with their lack of

freedom. Even if they were not free, they could strike back at

the slaveholders.

Escaping SlaveryEnslaved people also resisted by running away from their

owners. Often their goal was to fi nd relatives on other

plantations. Sometimes they left to escape punishment.

Less often, enslaved African Americans tried to run away to

freedom in the North. Getting to the North was very diffi cult.

Among those who succeeded were Harriet Tubman and

Frederick Douglass, two African American leaders.

Most who succeeded escaped from the Upper South. A

runaway might receive aid from the Underground Railroad, a

network of “safe houses” owned by people opposed to slavery.

Moses Grandy, who did escape, spoke about the hardships

runaways faced:

PRIMARY SOURCE

“ They hide themselves during the day in the woods and swamps; at night they travel. . . . In these dangerous journeys they are guided by the north-star, for they only know that the land of freedom is in the north. ”

—from Narrative of the Life of Moses Grandy

The big danger, of course, was capture. Most runaways were

caught and returned to their owners. The owners punished them

severely, usually by whipping.

✓ PROGRESS CHECK

Explaining How did the African American spirituals develop?

Underground Railroad a system of cooperation to aid and house enslaved people who had escaped literacy the ability to read and write

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LESSON 4 LE REVIEW

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▶ CRITICAL THINKING Drawing Conclusions Why do you think Tubman was willing to risk her own freedom to help free other enslaved African Americans?

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SS.8.A.4.11

North and South




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Southern Cities GUIDING QUESTION What changes did urbanization introduce in the South by the mid-1800s?

Though mostly agricultural, the South had several large cities

by the mid-1800s, including Baltimore and New Orleans. The

10 largest cities in the South were either seaports or river ports.

Cities located where the region’s few railroads crossed paths

also began to grow. These included Chattanooga, Montgomery,

and Atlanta.

Free African Americans formed their own communities

in Southern cities. They practiced trades and founded

churches and institutions, yet their rights were limited. Most

states did not allow them to move from state to state. Free

African Americans did not share equally in economic and

political life.

In the early 1800s, there were no statewide public school

systems in the South. People who could afford to do so sent

their children to private schools. By the mid-1800s, however,

education was growing. North Carolina and Kentucky set up

and ran public schools.

The South lagged behind other parts of the country in

literacy (LIH • tuh • ruh • see), the ability to read and write.

One reason was that the South was thinly populated. A

school would have to serve a wide area, and many families

were unwilling or unable to send children great distances

to school. Many Southerners also believed education was a

private matter.

✓ PROGRESS CHECK

I dentifying What factors made possible the growth of the few Southern cities?


Review Vocabulary

1. Use the following words in a brief paragraph about slavery in the South.

a. o verseer b. s lave codes c. s piritual d. U nderground Railroad

2. Explain the signifi cance of the following terms:

a. ye oman b. li teracy


3. Discussing How did the family structure of enslaved African Americans help them survive life under slavery?

4. Explaining How did African American culture develop in cities in the South?

5. PERSONAL WRITING From the perspective of an enslaved person, write about whether it is worth the risk to seek freedom.

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NGSSS covered in“Southern Cities”

SS.8.E.2.3 Assess the role of Africans and other minority groups in the economic development of the United States.

SS.8.G.4.3 Use geographic terms and tools to explain cultural diff usion throughout the United States as it expanded its territory


LA.8.1.6.1

LA.8.1.6.1

SS.8.A.1.7

SS.8.A.4.11, SS.8.G.4.3

SS.8.A.4.11



Lesson 4


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Write your answers on a separate piece of paper.

1 Exploring the Essential Questions

EXPOSITORY WRITING Describe how improved transportation aff ected trade for farmers and manufacturers in the Midwest. Use examples from the chapter to help you organize your essay.

2 21st Century Skills

USING BAR GRAPHS Use this chapter and information from outside sources to collect data about the number of enslaved African Americans in the United States between 1800 and 1860. Create a series of bar graphs showing the changes in the enslaved population. Write a paragraph that explains what factors are behind the information shown in the graphs.

3 Thinking Like a Historian

UNDERSTANDING CAUSE AND EFFECT Use a diagram like this one to show and briefl y describe the factors that encouraged the growing settlement of the Midwest in the early and mid-1800s.

4 Visual Literacy

ANALYZING POLITICAL CARTOONS Many Irish immigrants journeyed to the United States in the mid-1800s. Castle Garden was the processing facility for immigrants at that time. According to this cartoon, how do the British feel about the migration? How do you know?

Settlement of the Midwest

A UNCLE SAM UNITED STATES

B IRISH IMMIGRANTS

C JOHN BULL BRITAIN

D BRITISH LION

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CHAPTER 14 Activities C

SS.8.A.4.5

SS.8.A.4.10, SS.8.A.4.11

SS.8.A.4.5, SS.8.E.2.1

SS.8.A.1.2

North and South



398_400_DOPA_SE_MS_C14_AS_659693.indd 398398_400_DOPA_SE_MS_C14_AS_659693.indd 398 3/9/11 12:10 PM3/9/11 12:10 PM

REVIEW THE GUIDING QUESTIONS

Choose the best answer for each question.

1 What happened in the fi rst phase of industrialization in the North?

A. Factory workers used machinery to perform some work.

B. Manufacturers made products by dividing the tasks among the workers.

C. Waterpower and steam power were used to produce more products in

less time.

D. Manufacturers built factories to bring specialized workers together.

2 The Underground Railroad helped enslaved people who

F. wanted to smuggle enslaved people from Africa into the United States.

G. wanted to expand transportation routes in the South.

H. had escaped from their owners.

I. were too weak to walk.

3 The American Party was once called the Know-Nothing Party because

A. party members knew nothing about the important issues.

B. party members did not support education.

C. party members responded to questions about the group by saying,

“I know nothing.”

D. party members were mainly Catholics who knew nothing

about Protestants.

4 Which of the following inventions were most important to the growth of

cities in the interior of the United States?

F. the clipper ship and telegraph

G. the cotton gin and Underground Railroad

H. the locomotive and steamship

I. the sewing machine and the slave codes

5 What was the main reason that the Southern economy remained

largely agricultural?

A. Southerners did not know how to start industries.

B. Cotton sales were very profi table.

C. Southerners refused to work in factories.

D. There were no railroads in the South.

6 The largest group of white people in the South were

F. yeomen. H. enslaved.

G. tenant farmers. I. plantation owners.

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CHAPTER 14 Assessment

NGSSS assessed inChapter 14 Activities

SS.8.A.1.2 Analyze charts, graphs, maps, photographs and time lines; analyze political cartoons; determine cause and eff ect.

SS.8.A.4.5 Explain the causes, course, and consequences of the 19th century transportation revolution on the growth of the nation's economy.


SS.8.A.4.11 Examine the aspects of slave culture including plantation life, resistance eff orts, and the role of the slaves' spiritual system.


NGSSS assessed inChapter 14 Assessment


SS.8.A.4.5 Explain the causes, course, and consequences of the 19th century transportation revolution on the growth of the nation's economy.

SS.8.A.4.7 Explain the causes, course, and consequences (industrial growth, subsequent eff ect on children and women) of New England's textile industry.



SS.8.A.4.11 Examine the aspects of slave culture including plantation life, resistance eff orts, and the role of the slaves' spiritual system.

SS.8.G.4.2 Use geographic terms and tools to analyze the eff ects throughout American history of migration to and within the United States, both on the place of origin and destination.

SS.8.A.4.8

SS0.8.A.4.10

SS.8.A.4.5

SS.8.G.4.2

SS.8.A.4.11

SS.8.A.4.7




DOCUMENT-BASED QUESTIONSThe following is an excerpt from a work contract from around 1830.

“We . . . agree to work for such wages per week, and prices by the job, as the Company may see fi t to pay. . . .We also agree not to be engaged in any [labor union], whereby the work may be [delayed], or the company’s interest in any work [harmed].”

Source: Cocheco Manufacturing Company

7 Making Inferences This excerpt suggests that labor unions at this time

A. were not very active.

B. did not have many members.

C. were a cause of worry for employers.

D. were not helpful to employees.

8 Drawing Conclusions What does this contract suggest about the relationship

between employees and employers in factories in the early 1800s?

F. The relationship was close.

G. Employers had deep respect for their workers.

H. There was confl ict between workers and employers.

I. Employers were having trouble getting enough people to take their

factory jobs.

SHORT RESPONSE

A Southern newspaper publisher wrote the following in 1856.

“Every Roman Catholic in the known world is under the absolute control of the Catholic Priesthood. . . . And it is . . . this power of the Priesthood to control the Catholic community, and cause a vast multitude of ignorant foreigners to vote as a unit.”

Source: William G. Brownlow, Americanism Contrasted with Foreignism, Romanism, and Bogus Democracy

9 What did the writer believe about Catholic immigrants to the United States?

10 What did the writer fi nd dangerous about Catholics being controlled by priests?

EXTENDED RESPONSE

11 Persuasive Writing Take the role of an immigrant to America in 1840.

Would you decide to settle in the North or the South? Describe the

conditions in both sections of the country that led to your decision.

Need Extra Help?

If You’ve Missed Question 1 2 3 4 5 6 7 8 9 10 11

Review Lesson 1 4 2 1 3 4 2 2 2 2 1–4

FL

CHAPTER 14 Assessment (continued)

406

SS.8.A.1.7

SS.8.G.4.2

SS.8.G.4.2

SS.8.A.4.7

SS.8.A.4.7

North and South




North and South - Bridge Prep Academy Orange Campus

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