TAR1 Chapter 13d.ppt

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Chapter Introduction

Section 1 The North’s Economy

Section 2 The North’s People

Section 3 Southern Cotton Kingdom

Section 4 The South’s People

Chapter Summary

Chapter Assessment

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Chapter Objectives

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• Understand how advances in technology shaped the economy of the North.

• Explain how new kinds of transportation and communication spurred economic growth.

Section 1: The North’s Economy

Chapter Objectives

• Summarize how working conditions in industries changed.

• Compare and contrast how immigration affected American economic, political,and cultural life.

Section 2: The North’s People

Chapter Objectives

• Explore how settlement expanded in the South.

• Determine why the economy of the South relied on agriculture.

Section 3: Southern Cotton Kingdom

Chapter Objectives

• Describe what life was like on Southern plantations.

• Understand how enslaved workers maintained strong family and cultural ties.

Section 4: The South’s People

Why It MattersAt the same time that national spirit and pride were growing throughout the country, a strong sectional rivalry was also developing. Both North and South wanted to further their own economic and political interests.

The Impact TodayDifferences still exist between the regions of the nation but are no longer as sharp. Mass communication and the migration of people from one region to another have lessened the differences.

Guide to Reading

During the 1800s, advances in technology and transportation shaped the North’s economy.

• clipper ship

Main Idea

Key Terms

• telegraph

• Morse code

Guide to Reading (cont.)

Organizing Information As you read the section, re-create the diagram on page 386 of your textbook and list examples of advances in transportation and technology.

• how advances in technology shaped the economy of the North.

Reading Strategy

Read to Learn

• how new kinds of transportation and communication spurred economic growth.

Economic Factors Advances in technology and transportation shaped the North’s economy.

Section Theme

Samuel Morse’s telegraph key

Technology and Industry• Industrialization changed the way Americans

worked, traveled, and communicated.

(pages 386–389)(pages 386–389)

• In the North, manufacturers made products by dividing tasks among workers.

• They built factories to bring specialized workers together.

• Products could be made more quickly. • The factory workers used machinery to

do some of the work faster and more efficiently.

Technology and Industry (cont.) • Mass production of cotton textiles began

in New England after Elias Howe invented the sewing machine in 1846.

• By 1860 factories in the Northeast produced at least two-thirds of the country’s manufactured goods.

(pages 386–389)(pages 386–389)

Technology and Industry (cont.) • Advances in transportation sparked the success

of many new industries.

(pages 386–389)(pages 386–389)

- Robert Fulton’s steamboat, developed in 1807, enabled goods and passengers to move along the inland waterways more cheaply and quickly.

- Thousands of miles of roads and canals were built between 1800 and 1850, connecting many lakes and rivers.

- Canal builders widened and deepened the canals in the 1840s so steamboats could pass through.

- Steamboats created the growth of cities suchas Chicago, Cincinnati, and Buffalo.

Technology and Industry (cont.)

(pages 386–389)(pages 386–389)

- Clipper, or sailing, ships were built in the 1840s to go faster, almost as fast as steamships. They could travel an averageof 300 miles per day.

- Railroad growth in the 1840s and 1850s connected places that were far apart.

- Early railroads connected mines with nearby rivers.

- Horses, not locomotives, powered the early railroads. • The first steam-powered passenger locomotive, the

Rocket, began operating in Britain in 1829.

• Peter Cooper designed and built the first American steam locomotive, Tom Thumb, in 1830.

(pages 386–389)(pages 386–389)

- A railway network in 1860 of nearly 31,000 miles of track linked cities in the North and Midwest.

- Railway builders tied the eastern lines to lines built farther west so that by 1860, a network united the East and the Midwest.

- Railways transformed trade and settlement in the nation’s interior.

- With the Erie Canal and railway network between the East and West, grain, livestock, and dairy products moved directly from the Midwest to the East.

(pages 386–389)(pages 386–389)

- Prices were lower because goods traveled faster and more cheaply.

- People settled into Ohio, Indiana, and Illinois, and as the population of the states grew, new towns and industry developed in the Midwest.

Technology and Industry (cont.) • People needed to communicate faster

to keep up with the industrial growth and faster travel methods.

• Samuel Morse developed the telegraph in 1844.

• It used electric signals to send messages along wires.

• To transmit messages, Morse developed the Morse code, using a series of dots and dashes to represent the letters of the alphabet.

(pages 386–389)(pages 386–389)

Technology and Industry (cont.) • By 1852 the United States was operating about

23,000 miles of telegraph lines.

(pages 386–389)(pages 386–389)

Click the mouse button or press the Space Bar to display the answer.

How did railroads transform trade and settlement in the country?

Railroads enabled goods and people to move from place to place faster and cheaper. Railroads connected the East to the Midwest, so people settled in places in the Midwest and industry developed there, too.

(pages 386–389)(pages 386–389)

Agriculture • Farmers were able to sell their products

in new markets as a result of the railroads and canals.

(page 390)(page 390)

• New inventions changed farming methods and also encouraged settlers to develop larger areas in the West thought to be too difficult to farm.

- John Deere invented the steel-tipped plow in 1837.

- Its steel-tipped blade cut through hard soil more easily than previous plows, which used wood blades.

Agriculture (cont.)

- The mechanical reaper sped up harvesting wheat.

- Cyrus McCormick designed and constructed it and made a fortune manufacturing and selling it.

- The mechanical reaper harvested grain much faster than a hand-operated sickle.

- Farmers began planting more wheat because they could harvest it faster.

- Growing wheat became profitable.

- The thresher separated the grain from the stalk.

• Midwestern farmers grew large quantities of wheat and shipped it east.

• Farmers in the Northeast and Middle Atlantic states increased production of fruits and vegetables because they grew well in Eastern soil.

Agriculture (cont.)

• Agriculture was not a mainstay of the North.

• Farming the rocky soil was difficult.

• Instead, the North continued to grow industrially.

• More and more people worked in factories, and the problems connected with factory labor also grew.

Agriculture (cont.)

How did improvements in agriculture help farmers?

The steel-tipped plow made cutting through soil easier. The mechanical reaper sped up harvesting wheat. More wheat was planted because it could be harvested faster, making it more profitable. The thresher sped up the harvesting process. Railroads also helped farmers by moving their goods faster, farther, and cheaper.

Agriculture (cont.)

Click the mouse button or press the Space Bar to display the answers.

Checking for Understanding

__ 1. a device or system that uses electric signals to transmit messages by a code over wires

__ 2. a fast sailing ship with slender lines, tall masts,and large square sails

__ 3. a system for transmitting messages that uses a series of dots and dashes to represent the letters of the alphabet, numbers, and punctuation

A. clipper ship

B. telegraph

C. Morse code

Define Match the terms on the right with their definitions on the left.

Reviewing Facts Identify and describe the three phases of industrialization inthe North.

The three phases of industrialization in the North were the division of tasks among workers, building factories to bring specialized workers together, and the use of machinery by factory workers.

Reviewing Themes

Economic Factors How did improvements in transportation affect the price of goods?

Transportation improvements reduced prices because goods traveled faster and more cheaply.

Critical Thinking

Determining Cause and Effect How did the steel-tipped plow aid settlers on the Great Plains?

Wooden plows could not break through the tough sod. When the steel plow was invented, it solved the problem. The sturdy plow easily cut through hard-packed sod.

Analyzing Visuals

Geography Skills Study the map on page 388 of your textbook, then answer this question: Through what two cities in Mississippi did major rail lines pass?

Major rail lines passed through Jackson and Vicksburg.

Math Research the number of acres of wheat harvested in the United States before and after McCormick introduced his reaper. Then createa chart or graph to illustrate your findings.

Guide to Reading

Many cities grew tremendously during this period.

• trade union

Main Idea

Key Terms

• strike • prejudice • discrimination

• famine

• nativist

Determining Cause and Effect As you read the section, re-create the diagram on page 391 of your textbook and list two reasons for the growth of cities.

• how working conditions in industries changed.

Reading Strategy

Read to Learn

• how immigration affected American economic, political, and cultural life.

Geography and History Growth of industry and an increase in immigration changed the North.

Section Theme

12-year-oldfactory worker

Northern Factories• Factories produced items such as shoes,

watches, guns, sewing machines, and agricultural machinery in addition to textiles and clothing.

(pages 391–393)(pages 391–393)

• Working conditions worsened as factories grew.

• Employees worked an average 11.4-hour days, often under dangerous and unpleasant conditions.

• No laws existed to regulate working conditions or to protect workers.

• By the 1830s workers began to organizeto improve working conditions.

• Trade unions, or organizations of workers with the same trade or skill, developed.

• Unskilled workers also organized dueto poor working conditions.

Northern Factories (cont.)

(pages 391–393)(pages 391–393)

• Skilled workers in New York City wenton strike or refused to work in the mid-1830s.

• They hoped for higher wages and a 10-hour day.

• They formed the General Trades Unionof New York.

(pages 391–393)(pages 391–393)

• Striking was illegal and workers could be punished by law or fired from their jobs.

• A Massachusetts court ruled in favor of workers’ right to strike in 1842, but this was just the beginning of workers receiving legal rights.

(pages 391–393)(pages 391–393)

• Although the North did not have slavery in the 1830s, it did have racial prejudice and discrimination.

• In 1820, although New York stopped requiring white men to own property in order to vote, few African Americans could vote.

• In fact, Rhode Island and Pennsylvania passed laws prohibiting free African Americans from voting.

(pages 391–393)(pages 391–393)

- Free African Americans were not allowed to attend public schools and were barred from public facilities.

- They were forced into segregated schoolsand hospitals in most communities.

- A few African Americans were successfulin business.

- Most, though, were extremely poor.

• Women were discriminated against in the mills and factories even though they played a major role in the development of industry.

• They worked for less pay, were excluded from unions, and were kept out of the workplace to make more jobs for men.

(pages 391–393)(pages 391–393)

- The Lowell Female Labor Reform Organization in Massachusetts petitioned the state legislature for a 10-hour workday in 1845.

- The legislature did not even consider the petition signed only by women.

(pages 391–393)(pages 391–393)

- Most early efforts in the workplace failedbut did set the stage for later women’s movements.

Why do you think working conditions deteriorated in the Northern factories?

Possible answers: Factory owners did not care about the people who worked for them. They wanted people to do the required jobs and turn out as much product as possible so that they could turn a profit. The owners were not interested in providing a good working environment with good pay and a reasonably shortened day.

(pages 391–393)(pages 391–393)

The Rise of Cities• People moved to the cities to fill the factory

(pages 393–395)(pages 393–395)

• In 1860 the population of New York City, the nation’s largest city, passed 800,000.

• Philadelphia had more than 500,000 people.

• City life was often difficult and dangerous due to overcrowding, run-down buildings, and the threat of disease and fire.

• Immigration to the United States greatly increased between 1840 and 1860.

• Many of these people were willing to work for low pay and long hours.

The Rise of Cities (cont.)

(pages 393–395)(pages 393–395)

- The largest group came from Ireland, more than 1.5 million, settling mainly in the Northeast.

- A potato famine, or an extreme shortage, caused by a potato disease destroyed Ireland’s crops, and starvation followed.

- Potatoes were the staple food of the Irish diet.

(pages 393–395)(pages 393–395)

- The men from Ireland worked in factories or did manual labor such as working on the railroads and digging ditches.

- Women became servants and factory workers. - The second-largest group of immigrants came from

Germany. They settled in New York, Pennsylvania, the Midwest, and the western territories.

- Some came for new opportunity, and others came as a result of the failure of the democratic revolution in 1848.

- More than one million came, many in family groups. Many had money, so they prospered, founding their own communities and organizations and buying farms or setting up businesses.

• Immigration changed the character of the country.

• People brought their language, customs, religion, and ways of life.

• Most of the Irish immigrants and about one-half of German immigrants were Roman Catholics.

• They settled in northeastern cities.

• The church gave them a source of spiritual guidance and also provideda center for community life.

(pages 393–395)(pages 393–395)

• The immigrants faced prejudice.

• Anti-immigrant feelings arose.

• People opposed to immigration, called nativists, felt that immigration threatened the future of “native” born citizens.

• Some nativists thought that immigrants took jobs away from “real” Americans.

• Others thought they brought crime and disease.

(pages 393–395)(pages 393–395)

• The American Party was a group of nativists who joined together to forma new political party in the 1850s.

• They formed secret anti-Catholic societies.

• The party became known as the Know-Nothing Party, because they answered questions by saying, “I know nothing.”

(pages 393–395)(pages 393–395)

• The Know-Nothing Party wanted stricter citizenship laws and wanted to ban foreign-born citizens from holding office.

• In the mid-1850s, the movement split over slavery.

• A Northern branch and a Southern branch formed.

• Slavery also divided the Northern and Southern states.

(pages 393–395)(pages 393–395)

Despite the problems of city life, the population of cities grew. Why do you think cities still attracted so many people?

(pages 393–395)(pages 393–395)

Possible answers: Cities offered many types of jobs and housing. Immigrants were attracted to cities because of work and perhaps new opportunities. The pay and working conditions may not have been the best for immigrants and other city dwellers, but they could count on a steady job and income. Although an anti-immigrant feeling grew, the immigrants had one another and some sense of security, something they may not have had in their homelands.

(pages 393–395)(pages 393–395)

__ 1. an unfair opinion not based on facts

__ 2. a stopping of work by workers to force an employer to meet demands

__ 3. an extreme shortage of food

__ 4. organization of workers with the same trade or skill

__ 5. unfair treatment of a group; unequal treatment because of a person’s race, religion, ethnic background, or place of birth

A. trade union

B. strike

C. prejudice

D. discrimination

E. famine

Reviewing Facts What was the nation’s largest city in 1860?

The nation’s largest city in 1860 was New York City.

Reviewing Themes

Geography and History How did German and Irish immigrants differ in where they settled?

Irish settled mostly in cities in the Northeast. They were too poor to buy land, so they took factory jobs. Germans settled in New York, Pennsylvania, the Midwest, and the western territories. Many arrived with money to buy farms and open businesses.

Critical Thinking

Making Inferences How do you think nativists would have defined a “real” American?

Possible answer: Nativists might have defined a “real” American as a Protestant born in the United States.

Analyzing Visuals

Graph Skills Study the graphs on page 394 of your textbook. What country provided about 1 out of every 4 immigrants to the United States between 1820 and 1840?

One out of every four immigrants to the U.S. between 1820 and 1840 was from Germany.

Geographic Patterns Study the graphs on page 394. Create a quiz for your classmates based on the geographic patterns of immigration to the U.S. as shown on the graphs. Trade quizzes with a classmate and answer those questions.

Guide to Reading

Cotton was vital to the economy of the South.

• cotton gin

Main Idea

Key Terms

• capital

Comparing As you read the section, re-create the diagram on page 397 of your textbook. In the ovals, give reasons why cotton production grew while industrial growth was slower.

• how settlement expanded in the South.

Reading Strategy

Read to Learn

• why the economy of the South relied on agriculture.

Science and Technology Technology, a favorable climate, and rising demand led to the cotton boom in the Deep South.

Section Theme

Stem of cotton

Rise of the Cotton Kingdom• The economy of the South thrived by 1850

because of cotton.

(pages 397–399)(pages 397–399)

• It became the leading cash crop. • Tobacco and rice had been profitable in

colonial times, but tobacco depended on foreign markets and the price fluctuated.

• Rice could not be grown in the dry inland areas.

• In the Deep South–Georgia, South Carolina, Alabama, Louisiana, Mississippi, and Texas–cotton helped the economy prosper, and slavery grew stronger.

• Eli Whitney’s cotton gin revolutionized cotton production.

• The machine removed seeds from cotton fibers.

• A worker could clean only 1 pound ofcotton a day by hand, but with the machine, a worker could clean 50 pounds.

• The cotton gin led to the need for more workers.

• Southern planters relied on enslaved laborers to plant and pick the cotton.

Rise of the Cotton Kingdom (cont.)

(pages 397–399)(pages 397–399)

• The British textile industry created a huge demand for cotton and kept the price high.

• The Deep South was committed to cotton, with some areas also growing rice and sugarcane.

• The Upper South–Maryland, Virginia, and North Carolina–was also agricultural and produced tobacco, hemp, wheat, and vegetables.

(pages 397–399)(pages 397–399)

• The value of enslaved people increased due to the reliance on them for producing cotton and sugar.

• The Upper South became a center for the sale and transport of enslaved people in the region.

(pages 397–399)(pages 397–399)

Why did the economies of the Upper South and the Deep South develop differently?

Although both were agricultural, the Deep South produced mainly cotton and sugar. Its economy was dependent on enslaved people to plant, harvest, and pick the cotton. The Upper South produced a variety of products that did not require the huge number of people that producing cotton did. So the economy was different.

(pages 397–399)(pages 397–399)

Industry in the South• The South remained rural and agricultural.

(pages 399–400)(pages 399–400)

• The entire South produced fewer manufactured goods than the stateof Pennsylvania in the 1860s.

• Several barriers to industry developed in the South:

Industry in the South (cont.)

(pages 399–400)(pages 399–400)

- Because cotton was so profitable, farming was important, not new business.

- Because capital, or money to invest in business, was lacking, new industry didnot develop.

- People saw no reason to sell their land or enslaved workers to raise money for industry, and they believed their economy would continue to prosper.

(pages 399–400)(pages 399–400)

- Because the market for manufactured goodsin the South was smaller than in the North, this also discouraged industrial development.

- Some Southerners did not want industry.

• Some Southern leaders wanted to develop industry so that the South would not be dependent on the North for manufactured goods.

• They also wanted the South to develop its economy.

• These leaders were the exception, though, not the rule.

(pages 399–400)(pages 399–400)

- William Gregg opened a textile factory inSouth Carolina in 1844.

- In Richmond, Virginia, Joseph Reid Anderson took over the Tredegar Iron Works in the 1840s and made it a leading producer of iron in the nation.

• Goods were transported via natural waterways.

• Most towns were along rivers or on the coast.

• Roads were poor and there were few canals.

• Railroad lines were mostly local and did not connect parts of a region.

• By 1860 only about one-third of the rail lines were in the South.

(pages 399–400)(pages 399–400)

Was it a good thing for the Southern economy to be dependent on cotton without much industry? Why or why not?

Possible answers: Because enslaved people helped to create the booming economy, the South needed to maintain slavery. No one could foresee that problems would later arise. No one could imagine that the lack of industry, railroad lines, good roads, and transportation would later hurt the South. At the time, the South did not need or want industry because its economy was booming.

(pages 399–400)(pages 399–400)

__ 1. a machine that removed seeds from cotton fiber

__ 2. money for investment

A. cotton gin

B. capital

Reviewing Facts How did the lack of capital affect industrial growth?

Lack of capital limited growth. Southern farmers had their capital invested in land and enslaved workers, leaving little for industrial investment.

Reviewing Themes

Science and Technology Why did the invention of the cotton gin increase the demand for enslaved Africans?

Because farmers could process their cotton more quickly, they wanted to grow more. As a result, they needed more enslaved Africans to plant and harvest the crop.

Critical Thinking

Predicting Consequences If slavery had been outlawed, how do you think it would have affected the South’s economy?

Paid workers would increase the price of cotton, or lower profits. More Southerners might have turned to developing businesses and industries.

Analyzing Visuals

Geography Skills Look at the maps and the graphs on page 398 of your textbook. What area of Florida specialized in cotton? Did cotton make up more than 50 percent of U.S. exports in 1820?

The northern central area of Florida specialized in cotton. Cotton made up less than 50 percent of U.S. exports in 1820.

Informative Writing Research and write a report on a machine mentioned in the chapter–perhaps the steam locomotive, steamboat, or another steam-driven machine. Illustrate your report if you wish. Keep the report in your portfolio.

Guide to Reading

The South’s population consisted of wealthy slaveholding planters, small farmers, poor whites, and enslaved African Americans.

• yeoman

Main Idea

Key Terms

• tenant farmer • fixed cost • credit

• overseer • spiritual

• slave code

Organizing Information As you read the section, re-create the diagram on page 401 of your textbook and describe the work that was done on Southern plantations.

• about the way of life on Southern plantations.

Reading Strategy

Read to Learn

• how enslaved workers maintained strong family and cultural ties.

Culture and Traditions Most of the people in the South worked in agriculture in the first half of the 1800s.

Section Theme

Small Farms• Most Southerners were small farmers without

enslaved people or were planters with a few enslaved laborers.

(pages 401–402)(pages 401–402)

• Only a very few planters could afford the large plantations and numerous enslaved people to work them.

• Southerners were of four types: yeomen, tenant farmers, rural poor, and plantation owners.

• Yeomen were farmers without enslaved people.

• They made up the largest group of whites in the South.

• Most owned land and lived in the Upper South and hilly rural areas of the Deep South.

• Their farms were from 50 to 200 acres.

• They grew crops for themselves and to sell or trade.

Small Farms (cont.)

(pages 401–402)(pages 401–402)

• Tenant farmers rented land, or worked on landlords’ estates.

• The rural poor lived in crude cabins in wooded areas, planted corn, and fished and hunted for food.

• They were self-sufficient and refused any work that resembled enslaved labor.

Small Farms (cont.)

(pages 401–402)(pages 401–402)

Living in the South around 1860, do you think it would be best to be a yeoman, tenant farmer, or rural poor? Why?

(pages 401–402)(pages 401–402)

Small Farms (cont.)

Plantations• Plantation owners wanted to earn profits, and

they did this by selling cotton.

(pages 402–403)(pages 402–403)

• Plantations had fixed costs, such as feeding and housing workers and maintaining equipment.

• These did not vary greatly.

• However, owners could not know how much their cotton would bring in because prices varied from season to season and market to market.

• Planters sold their cotton to agents from cotton exchanges in large cities such as Charleston, New Orleans, Mobile, and Savannah.

• The agents held the cotton until the price rose and then sold it.

• Planters did not get any money until the agents sold the cotton, so they were always in debt.

• The agents did extend credit, or a loan, to the planters for the time that they held the cotton.

Plantations (cont.)

(pages 402–403)(pages 402–403)

• Most plantations’ wealth was measured by possessions, including enslaved people.

• Only about 4 percent of the South’s farms and plantations held 20 or more enslaved people by 1860.

• A large majority of the planters held fewer than 10 enslaved workers.

Plantations (cont.)

(pages 402–403)(pages 402–403)

• Plantation wives were responsible for the enslaved people and supervising the plantation buildings and other gardens.

• They also kept the financial records.

• Life was lonely, especially when planters traveled to make new deals with agents.

Plantations (cont.)

(pages 402–403)(pages 402–403)

• Plantation work involved many chores.

• Some enslaved African Americans worked in the house, cleaning, cooking, sewing, and doing laundry.

• Other enslaved African Americans were skilled workers, trained as carpenters, blacksmiths, shoemakers, or weavers.

• Some worked in the pastures, but most were field hands, supervised by an overseer, working from sunrise to sunset.

Plantations (cont.)

(pages 402–403)(pages 402–403)

Why did plantation owners sell their cotton to agents?

(pages 402–403)(pages 402–403)

Plantations (cont.)

In order to sell the cotton, the plantation owner needed someone to buy it. The agents bought the cotton with the promise of a return, but the planters would have to wait for their money. Rather than trying to find buyers on their own and being unsure of whether or not another buyer would give them a better price, the planters sold their cotton to the agents. At least they knew the agents would sell the cotton and the planters would get money. Agents did give the planters credit, although this put the planters into debt.

(pages 402–403)(pages 402–403)

Plantations (cont.)

Life Under Slavery• Life was full of hardships and misery.

(pages 403–406)(pages 403–406)

• Enslaved African Americans worked long hours, earned no money, and had little hope of freedom.

• Many were separated from their families when sold to different plantation owners.

- They had the bare necessities in their slave cabins.

- Each cabin was shared by dozens of people living together in a single room.

Life Under Slavery (cont.)

(pages 403–406)(pages 403–406)

- Family life was uncertain.

- Law did not recognize marriages, but many enslaved African Americans did marry.

- Families were separated when wives or children were sold.

- The extended family provided some stability and was an important aspect of the culture.

• Although enduring many difficulties, they kept their African culture alive and mixedit with American ways.

• Even though slavery was legal in the South, the slave trade was outlawed in 1808.

• As no new enslaved Africans entered the United States, almost all the enslaved people by 1860 were born here.

(pages 403–406)(pages 403–406)

• Many enslaved people accepted Christianity, and it became a religionof hope for them.

• The spiritual, or African American religious folk song, provided a way to secretly communicate with one another.

(pages 403–406)(pages 403–406)

• Slave codes made life more difficult.

• These were laws that controlled the enslaved people, such as prohibiting them from gathering in large groups, leaving their master’s property without a pass, and making it a crime to teach them how to read or write.

(pages 403–406)(pages 403–406)

• Resistance to slavery took the form of working slowly, pretending to be sick, or sometimes setting fire or breaking tools.

• Armed rebellions were rare. • Nat Turner, who taught himself to read

and write, led a group on a short violent rampage in Southampton County, Virginia, in 1831.

• They killed at least 55 whites before being captured. Turner was hanged.

• More severe slave codes were passedas a result.

(pages 403–406)(pages 403–406)

• Some enslaved people escaped slavery.

• Most who were successful escaped via the Underground Railroad, which was a network of safe places to stop along the long journey to the North in “safe houses” owned by whites and free African Americans.

• Most runaways were captured and punished.

(pages 403–406)(pages 403–406)

• Harriet Tubman and Frederick Douglass, both born into slavery, fled north.

• They became African American heroes for their efforts to help free more enslaved people.

(pages 403–406)(pages 403–406)

What helped the enslaved people endure their lack of freedom?

Their belief in Christianity, their cultural ways, and their hope, perhaps, to escape to freedom helped enslaved people. Some also hoped to reunite with their families, and some hoped to be lucky enough to be taught a skill or work in the main house.

(pages 403–406)(pages 403–406)

Life in the Cities• By 1860 several large cities existed, such as

Baltimore and New Orleans.

(pages 406–407)(pages 406–407)

• Others were on the rise such as Charleston, Richmond, and Memphis.

• Baltimore’s population was 212,000.

• New Orleans had 168,000 people.

• Population included whites, some enslaved people, and free African Americans.

• Free African Americans became barbers, carpenters, and traders.

• They founded churches and institutions.

• In New Orleans they formed an opera company.

• Not all prospered though, and many were not given an equal share in economic and political life.

Life in the Cities (cont.)

(pages 406–407)(pages 406–407)

• Between 1830 and 1860, Southern states passed laws that limited the rights of free African Americans.

• Most states would not allow them to migrate from other states.

• In 1859 in Arkansas, they were orderedto leave the state.

(pages 406–407)(pages 406–407)

Why would states have passed lawsthat limited the rights of free African Americans in the 1850s?

Possible answer: Although they were free, the legislatures did not treat themas equals with whites under the law.

(pages 406–407)(pages 406–407)

__ 1. Southern owner of a small farm who did not have enslaved people

__ 2. the laws passed in the Southern states that controlled and restricted enslaved people

__ 3. farmer who works land owned by another and pays rent either in cash or crops

__ 4. an African American religious folk song

__ 5. person who supervises a large operation or its workers

A. yeoman

B. tenant farmer

C. overseer

D. spiritual

E. slave codes

Reviewing Facts List two differences between yeomen and plantation owners.

Yeomen did not have enslaved labor and had small farms. Plantation owners held enslaved workers, had larger farms, and were wealthier.

Reviewing Themes

Culture and Traditions Why were extended families vital to African American culture?

They provided stability. If a parent was sold, the extended family raised the children.

Critical Thinking

Making Generalizations If you were a plantation owner, what would you tell your son or daughter if he or she asked why you held slaves?

Possible answer: Slaveholding was acceptable in the South and helped to support the family.

Analyzing Visuals

Look at the pictures on pages 402 and 404 of your textbook. Write a paragraph explaining what you think the pictures portray about life in the South.

Possible answer: Some Southerners lived in luxury, while enslaved people had a difficult life.

Geography Research the economic activity of one of the Southern states. Draw a map of the state, and use symbols to represent each resource and show its location in the state.

__ 1. Southern owner of a smallfarm who did not haveenslaved people

__ 2. a person who favors thoseborn in his country and is opposed to immigrants

__ 3. a system for transmitting messages that uses a series of dots and dashes to represent the letters of the alphabet, numbers, and punctuation

__ 4. a form of loan; ability to buy goods based on future payment

__ 5. person who supervises a large operation or its workers

A. Morse code

B. nativist

C. overseer

D. yeoman

E. credit

Reviewing Key Facts

How did the telegraph influence long-distance communication?

Communication was made faster.

Reviewing Key Facts

In what ways were women in the workforce discriminated against?

They were paid less than male workers, and unions excluded them.

Reviewing Key Facts

How did the cotton gin affect cotton production?

The cotton gin increased production.

Reviewing Key Facts

What was the Underground Railroad?

The Underground Railroad was a network of forested routes and safe homes along a northern route leading to freedom for enslaved African Americans.

Reviewing Key Facts

What was the purpose of the slave codes?

The purpose was to prevent slave rebellions and to control slaves.

Critical Thinking

Analyzing Themes: Economic Factors How did improvements in transportation affect the economy of the North?

Goods could be transported more quickly and cheaply, which meant higher profits.

Critical Thinking

Comparing Discuss one advantage and one disadvantage of city life in the North.

An advantage was the availability of jobs and social activities. Disadvantages were that cities were overcrowded, expensive, had run-down housing, and a greater threat of disease and fire.

Geography and History ActivityStudy the map below and answer the questions on the following slides.

Movement In which direction would a train travel from Chattanooga, Tennessee, to Lynchburg, Virginia?

Geography and History Activity

From Chattanooga, Tennessee, to Lynchburg, Virginia, a train would travel northeast.

The easternmostcity on the NewYork Central linewas Boston.

Location What was the easternmost city on the New York Central line?

Movement What cities would a train passenger pass through taking the most direct Memphis-to-Baltimore route?

A train would pass through Chattanooga, Lynchburg, and Washington, D.C.

Directions: Choose the best answer to the following question.

Test-Taking Tip Use the process of elimination to answer this question: Which answers can you rule out as definitely wrong?

Organizations of workers having the same skills or working within the same trade are called

A nativists.

B trade unions.

C yeomen.

D congressional committees.

Standardized Test Practice

Who wrote The New American Practical Navigator, a book that revolutionized ship navigation in the 1800s?

Nathaniel Bowditch wrote The New American Practical Navigator.

Explore online information about the topics introduced in this chapter.

Click on the Connect button to launch your browser and go to The American Republic to 1877 Web site. At this site, you will find interactive activities, current events information, and Web sites correlated with the chapters and units in the textbook. When you finish exploring, exit the browser program to return to this presentation. If you experience difficulty connecting to the Web site, manually launch your Web browser and go to http://tarvol1.glencoe.com

Music African music, with its liveliness and inventiveness, influenced many new musical forms that developed outside of Africa. Among these are jazz, blues, bebop, soul, mambo, and reggae.Jazz drumming in particular is based on the drumming style typical of south Guineas on the coast of Africa.

The women who worked in New England’s textile mills were the first American women to work in factories. Today women make up 46 percent of the total labor force. Inequality still exists, however. On average, women earn approximately 75 cents for every dollar men earn.

Preventing Ethnic Identity

African American Spirituals

Click on a hyperlink to view the corresponding slide.

In North America whites attempted to wipe out African culture. Slaveholders deliberately mixed Africans of different ethnic groups. By mixing Africans who had different languages and customs, the slaveholders hoped to prevent a sense of ethnic identity from fostering a unified rebellion.

African American spirituals, still popular today, influenced other forms of music. For example,the sorrowful songs that were related to spirituals, such as “Nobody Knows the Trouble I’ve Seen,” developed into blues music. The more joyous spirituals, such as “Roll, Jordan, Roll,” influenced gospel music.

Air Brakes Air brakes to stop locomotives were not invented until the 1860s. Before George Westinghouse invented them, brakemen had to stop railcars by hand. Standing on the roof of a car, the brakeman slowed or stopped the train by turning a cast-iron wheel connected to a shaft that ran down to the brakes. Many brakemen lost their lives falling from the top of railcars as they wrestled with the wheel while the train sped around dangerous curves.

City Life Despite the problems, urban life had much to offer. Perhaps the biggest attraction was the prospect of finding work. To many people from rural America and Europe, even a low-paying factory job seemed like an opportunity to move ahead. Cities were also exciting places where a newcomer could meet different kinds of people and be part of the urban hustle and bustle.

Nineteenth Century In the early 1850s, Indiana, Iowa, and Illinois bordered slave states. All three had laws that banned African Americans, whether free or enslaved, from entering their states.

In 1793 Eli Whitney visited Catherine Greene, a Georgia plantation owner. She asked him to build a device that removed the seeds from cotton pods. Whitney called the machine the cotton gin–“gin” being short for engine.

The Cotton Gin

This feature can be found on page 399 of your textbook.

2 cylinder

Cotton balls are dumped into the hopper.

This feature can be found on page 399 of your textbook. Click the mouse button or press the Space Bar to display the information.

The Cotton Gin

1 hopper

2 crank4 brushes

3 grate2 cylinder

A hand crank turns a cylinder with wire teeth. The teeth pull the cotton past a grate.

The Cotton Gin

1 hopper

2 crank4 brushes

3 grate2 cylinder

Slots in the grate allow the cotton but not its seeds to pass through.

The Cotton Gin

1 hopper

2 crank4 brushes

3 grate2 cylinder

A second cylinder with brushes pulls the cottonoff the toothedcylinder and sendsit out of the gin.

The Cotton Gin

1 hopper

2 crank4 brushes

3 grate2 cylinder

Reading a Circle Graph

Why Learn This Skill?

Have you ever watched someone dish out pieces of pie? When the pie is cut evenly, everybody gets the same size slice. If one slice is cut a little larger, however, someone else gets a smaller piece. A circle graph is like a pie cut in slices. Often, a circle graph is called a pie chart.

This feature can be found on page 396 of your textbook.Click the Speaker button to replay the audio.

Learning the Skill

In a circle graph, the complete circle represents a whole group–or 100 percent. The circle is divided into “slices,”or wedge-shaped sections representing parts of the whole.

• Study the labels or key to determine what the parts or “slices” represent.

• Compare the parts of the graph to draw conclusions about the subject.

The size of each slice is determined by the percentage it represents. To read a circle graph, follow these steps:

Learning the Skill

• When two or more circle graphs appear together, read their titles and labels. Then compare the graphs for similarities and differences.

Practicing the Skill

Read the graphs on page 396 of your textbook. Then answer the questions on the following slides.

This feature can be found on page 396 of your textbook. Click the mouse button or press the Space Bar to display the answers.

1. What do the four graphs represent?

The graphs represent agricultural and nonagricultural workers in 1840, 1850, 1860, and 1870.

2. What percentage of workers were in agriculture in 1840? In 1870?

Sixty-nine percent of workers were in agriculture in 1840 and 53 percent in 1870.

This feature can be found on page 396 of your textbook. Click the mouse button or press the Space Bar to display the answer.

3. During what decade did the percentage of workers in manufacturing increase the most?

Workers in manufacturing increased the most between 1860 and 1870.

4. What can you conclude from the graphs about the relationship between manufacturing and agricultural workers from 1840 to 1870?

This feature can be found on page 396 of your textbook. Click the mouse button or press the Space Bar to display the answer.

The number of manufacturing workers increased and the number of agricultural workers decreased. Agricultural workers made up a larger, though decreasing, percentage of workers than nonagricultural workers.

• Understand the hard work involved in both agriculture and industry during the 1830s.

• See the differences between lifein the South and life in the North.

• Appreciate working conditionsand freedoms available today.

Objectives

After viewing “Young People of the South,” you should:

Young People of the South

Click the mouse button or press the Space Bar to display the information. Click in the window above to view a preview of The American Republic to 1877 video.

Discussion Question

How is Edward’s life on the rice plantation in South Carolina similar to Lucy’s life in the Massachusetts mill?

Both Edward and Lucy work very long hours every day, and both have dangers and inconveniences to deal with on the job.

Discussion Question

Why is Lucy bitter about being sent to work in the mill?

Lucy loves to study and does not think it is fair that she has to work so that her brother can go to college.

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