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Chapter Themes■ Section 1, Economic Factors■ Section 2, Geography and History■ Section 3, Science and Technology■ Section 4, Culture and Traditions

Why It’s ImportantMany of the differences between the North and the

South have disappeared since the 1800s. Differences stillexist, but no longer are there sharp economic and culturaldistinctions between the two regions. The South now hasmany industries, while many cities in the North now havefewer factories than they did in the 1800s. Mass communi-cation and the migration of people from one region to another have also erased regional differences.

North and South

Chapter 13Chapter 13

On the Saint Johns River by John Bunyan Bristol Most Southernersdid not own plantations. Many were poor farmers, living off the cropsthey raised.

HISTORYAND ART

1820–1860

384

See pages 960–961 for primary source readings to accompany Chapter 13

PRIMARY SOURCESPRIMARY SOURCES

LibraryLibrary

Chapter 13 North and South 385

In the Northern states, technology changed theway Americans worked, traveled, and com-municated. By the mid-1800s, power-driven

machinery performed many tasks that were oncedone by hand, and factories had largely replacedcottage industries.

Technology and IndustryThe industrialization of the North devel-oped in three phases. In the first, manufac-

turers made products by dividing the tasksinvolved among the workers. One worker wouldspin thread all day and another would weavecloth—instead of having one person spinningand then weaving. During the second phase,manufacturers built factories to bring specializedworkers together. This allowed products to bemade more quickly than before.

In the third phase, factory workers used ma-chinery to perform some of their work. Many ofthe new machines ran on waterpower or steampower. For example, power-driven looms tookover the task of weaving. The worker’s job was nolonger to weave but to tend the machine, whichproduced more products in less time.

Mass Production

Mass production of cotton textiles began inNew England in the early 1800s. After EliasHowe invented the sewing machine in 1846, ma-chine operators could produce clothing on a largescale from textiles made by machine. Other types

Cyrus McCormickpatents reaper

Samuel Morse sends first telegraph message

Elias Howe introduces the sewing machine

About 3,000 steamboatsare operating

18441834 1847 1860

1830 18501840 1860

The North’s EconomyREAD TO DISCOVER . . .■ how advances in technology shaped the

economy of the North.■ how new kinds of transportation and com-

munication spurred economic growth.

TERMS TO LEARNclipper ship Morse codetelegraph

In the 1840s, telegraph wires and railroadsbegan to cross the nation. But traveling by railhad its discomforts, as writer Charles Dickensdescribes: “[T]here is a great deal of jolting, agreat deal of noise, a great deal of wall, notmuch window, a locomotive engine, a shriek,and a bell. . . . In the center of the carriage thereis usually a stove . . . which is for the most partred-hot. It is insufferably close; and you see thehot air fluttering between yourself and anyother object you may happen to look at, likethe ghost of smoke. . . .”

SThetoryteller

Section 1Section 1

Samuel Morse’s telegraph key

386 Chapter 13 North and South

of industries developed during the same period.By 1860 the Northeast’s 74,000 factories producedabout two-thirds of the country’s manufacturedgoods.

Improved TransportationImprovements in transportation con-tributed to the success of many of Ameri-

ca’s new industries. Between 1800 and 1850,construction crews built thousands of miles ofroads and canals. The canals opened new ship-ping routes by connecting many lakes and rivers.The growth of railroads in the 1840s and 1850sproduced another means to speed the flow ofgoods.

Steamboats and Steamships

Inventor Robert Fulton changed river travelin 1807 with his steamboat. Steamboats carriedgoods and passengers more cheaply and quicklyalong inland waterways than flatboats or sail-powered vessels could do.

Geography

In the 1840s canal builders began to widenand deepen canals to accommodate steamboats.By 1860 about 3,000 steamboats traveled themajor rivers and canals of the country as well asthe Great Lakes. Steamboats spurred the develop-ment of cities such as Cincinnati, Buffalo, andChicago.

Before long, steam also powered ships acrossthe ocean. One of the first steam-powered ocean-going vessels was an iron ship called the GreatWestern. On its first voyages between the UnitedStates and Great Britain in 1838, the Great Westerncarried a supply of sails in case the steam enginebroke down in midocean.

Clipper Ships

In the 1840s sailing ships were improved. Theclipper ships—with their sleek hulls and tallsails—were the pride of the open seas. They couldsail an average of 300 miles per day, as fast asmost steamships of the day. The ships got theirname because they “clipped” time from longjourneys. Before the clippers, the voyage fromNew York to Great Britain took about 21 to 28days. A clipper ship could usually make that tripin half the time.

Famous clipper ships included the FlyingCloud, the Sea Witch, and the Cutty Sark. In 1853the Champion of the Seas set a new record, sailing465 miles in 24 hours. No steamship matched thisspeed for more than 25 years.

Locomotives

The development of railroads in the UnitedStates began with short stretches of tracks thatconnected mines with nearby rivers. Early trainswere drawn by horses rather than by locomo-tives. The first steam-powered locomotive, theRocket, began operating in Britain in 1829.

Peter Cooper designed and built the firstAmerican steam locomotive in 1830. Called theTom Thumb, it got off to a bad start. In a raceagainst a horse-drawn train in Baltimore, the TomThumb’s engine failed. Engineers soon improvedthe engine, and within 10 years steam locomo-tives were pulling trains in the United States.

A clipper ship, the FlyingCloud, set a new record by

sailing from New York to California in lessthan 90 days. How did clipper ships gettheir name?

PicturingHISTORY

A Railway Network

In 1840 the United States had some 3,000miles of railroad track. By 1860 it had almost31,000 miles, mostly in the North and the Midwest. One railway linked New York City andBuffalo. Another connected Philadelphia andPittsburgh. Still another linked Baltimore withWheeling, Virginia (now West Virginia).

Railway builders tied these eastern lines tolines being built farther west in Ohio, Indiana,and Illinois. By 1860 a network of railroad trackunited the Midwest and the East.

Moving Goods and People

Along with canals, the railways transformedtrade in the nation’s interior. The changes beganwith the opening of the Erie Canal in 1825 and thefirst railroads of the 1830s. Before this time agri-cultural goods were carried down the MississippiRiver to New Orleans and then shipped to othercountries or to the East Coast of the United States.

The development of the east-west canal andthe rail network allowed grain, livestock, anddairy products to move directly from the Mid-west to the East. Because goods now traveled

In 1833 the 136-mile Charlestonand Hamburg line was the longestrailroad in the world.

Trains clipped along at 20 to

30 miles per hour by 1860.

Americans loved their railroads in

spite of irregular sche- dules, frequent break- downs, and being showered with sparks from the locomotives.

La Crosse

Madison

Chicago

Detroit

Toledo Cleveland

Buffalo

Montpelier

Albany

Boston

NewYorkPhiladelphia

Louisville

Chattanooga

Baltimore

Washington, D.C.

Richmond

Charleston

Wilmington

Hamburg

Savannah

Jacksonville

Tampa

New Orleans

MemphisAtlanta

St. Joseph

St. Louis

Cairo

Lynchburg

Jackson

Jackson

Vicksburg Montgomery

Quincy

Kansas City

Indianapolis

Cincinnati

Pittsburgh

BALTIMORE AND OHIO

NEW

YORK CENTRAL

PENNSYLVANIA

ATLANTICOCEAN

Lake Ontario

Gulf ofMexico

Mis

siss

ippi

R.

Missouri R.

Lake

Mic

hig

an

Lake Erie

LakeH

uron

Ohio R.

N

S

EW

200 kilometers0Albers Equal-Area projection

200 miles0

Major Railroads, 1860

Map Study

Shippers could send large quantities of goods faster over railroads than they could over earlier canal, river, and wagon routes. 1. Location To what westernmost city

did the railroads extend by 1860?2. Analyzing Information What two major cities were joined by the Baltimore and Ohio line?


faster and more cheaply, merchants in the Eastcould sell them at lower prices.

The railroads also played an important role inthe settlement and industrialization of the Mid-west. Fast, affordable train travel brought peopleinto Ohio, Indiana, and Illinois. As the populationof these states grew, new towns and industries developed.

Faster CommunicationThe growth of industry and the new paceof travel created a need for faster methods

of communication. The telegraph—an apparatusthat used electric signals to transmit messages—filled that need.

Lines of Communication

Samuel Morse, an American inventor, hadbeen seeking to win support for a system of tele-graph lines for five years. Finally, in 1843 Congressset aside $30,000 to build an experimental linefrom Baltimore, Maryland, to Washington, D.C.

On May 24, 1844, Morse got the chance to demonstrate that he could send messages

instantly along wires. As acrowd in the U.S. capitalwatched, Morse tapped inthe words, “What hath Godwrought!” A few momentslater, the telegraph operatorin Baltimore sent the samemessage back in reply. Thetelegraph worked! Soontelegraph messages wereflashing back and forth between Washington andBaltimore.

Morse transmitted hismessage in Morse code, aseries of dots and dashesrepresenting the letters ofthe alphabet. A skilledMorse code operator couldrapidly tap out words in thedot-and-dash alphabet.

Americans adopted the telegraph eagerly. ABritish visitor marveled at the speed with whichAmericans formed telegraph companies anderected telegraph lines. Americans, he wrote,were driven to “annihilate [wipe out] distance” intheir vast country. By 1860 the United States hadconstructed more than 50,000 miles of telegraphlines.

Spreading the News

In 1846 Richard Hoe invented the steam cylin-der rotary press, a new kind of printing press thatprinted newspapers quickly and inexpensively.The rotary press prompted the start of dozens ofnewspapers.

Revolution in Agriculture

The railroads gave farmers access to newmarkets where they could sell their prod-

ucts. Advances in technology allowed farmers togreatly increase the size of the crops they produced.

The defeat of the train Tom Thumb in 1830 did notmean the end of the steam engine. The first success-

ful use of a steam locomotive in the United States took place inSouth Carolina in 1831. In 1860 which regions of the UnitedStates had the most miles of railroad track?

PicturingHISTORY


Farm Technology

Very few farmers ventured into the treelessGreat Plains west of Missouri, Iowa, and Min-nesota in the early 1800s. Even areas of mixed for-est and prairie west of Ohio and Kentucky seemedtoo difficult for farming. Settlers worried that theirwooden plows could not break the prairie’s mat-ted sod and that the soil was not fertile.

Three revolutionary inventions of the 1830schanged farming methods and encouraged set-tlers to cultivate larger areas of the West. One wasthe steel-tipped plow that John Deere inventedin 1837. Far sturdier than the wooden plow,Deere’s plow easily cut through the hard-packedsod of the prairies. Equally important were themechanical reaper, which sped up the harvestingof wheat, and the thresher, which quickly sepa-rated the grain from the stalk.

McCormick’s Reaper

Born on a Virginia farm, Cyrus McCormickbecame interested in machines that would easethe burden of farmwork. After years of tinkering,McCormick designed and constructed the me-chanical reaper and made a fortune manufactur-ing and selling it. After patenting the reaper in1834, McCormick opened a factory in Chicago in

Biography

1847 to mass-produce the machine. By 1860 hehad sold 100,000 reapers.

For hundreds of years, farmers had harvestedgrain with handheld sickles. McCormick’s reapercould harvest grain four times faster than the sick-le. Because farmers could harvest wheat so quick-ly, they began planting more of it. Growing wheatbecame profitable. McCormick’s reaper ensuredthat raising wheat would remain the main eco-nomic activity in the Midwestern prairies.

Cash Crops

American farmers had always kept some oftheir crops for themselves and sold some for cash.New agricultural machines and railroads helpedfarmers plant more acres in cash crops and sellthose crops in distant markets. Midwestern farm-ers began growing wheat in large quantities andshipping it east by train and canal barge. Farmersin the Northeast and the Middle Atlantic statesalso increased their production of cash crops,concentrating on the fruits and vegetables thatgrew well in Eastern soils.

Despite improvements in agriculture, howev-er, the North turned increasingly toward industry.It was difficult making a living farming the rockysoil of New England, but industry flourished inthe area. The number of people who worked infactories continued to rise—and so did problemsconnected with factory labor.

Section 1 AssessmentSection 1 Assessment

Activity

Making a Graph Research the number of acresof wheat harvested in the United States beforeand after McCormick introduced his reaper. Thencreate a chart or graph to illustrate your findings.

Checking for Understanding1. Identify Robert Fulton, Samuel Morse,

John Deere, Cyrus McCormick.2. Define clipper ship, telegraph, Morse

code.3. Identify the three phases of industrializa-

tion in the North.Reviewing Themes

4. Economic Factors How did improvements

in transportation affect the price of goods?Critical Thinking

5. Determining Cause and Effect How didthe steel-tipped plow aid settlers on theGreat Plains?


Between 1820 and 1860, more and more ofAmerica’s manufacturing shifted to millsand factories. Machines took over many of

the production tasks.

Northern FactoriesIn the early 1800s, in the mills establishedin Lowell, Massachusetts, the entire pro-

duction process was brought together under oneroof—setting up the factory system. In addition totextiles and clothing, factories now producedsuch items as shoes, watches, guns, sewing ma-chines, and agricultural machinery.

Working Conditions

As the factory system developed, workingconditions worsened. Factory owners wantedtheir employees to work longer hours in order toproduce more goods. As the workday grewlonger—by 1840 factory workers averaged 11.4hours a day—on-the-job accidents became morecommon.

Factory work involved some dangerous con-ditions. For example, the long leather belts thatconnected the machines to the factory’s water-powered driveshaft had no protective shields.Workers often suffered injuries such as lost fin-gers and broken bones from the rapidly spinningbelts. Young children working on machines withpowerful moving parts were especially at risk.

Workers often labored under unpleasant con-ditions. In the summer factories were miserably

1820 1840 1860

Freedom’s Journal, first African Americannewspaper, is published

The General Trades Union of New Yorkis formed

Know-Nothing Party is formed

Population of New York City reaches1 million

18341827 1853 1860

The North’s PeopleREAD TO DISCOVER . . .■ how working conditions in industries

changed.■ why workers began forming trade unions.■ how immigration affected American

economic, political, and cultural life.

TERMS TO LEARNtrade union discriminationstrike famineprejudice nativist

“At first the hours seemed very long, but Iwas so interested in learning that I endured itvery well; when I went out at night the sound ofthe mill was in my ears,” a Northern mill workerwrote in 1844. The worker compared the noiseof the cotton mill to the ceaseless, deafeningroar of Niagara Falls.The roar of machinerywas only one featureof factory life workershad to adjust to. Industrialization creat-ed new challenges forthe men, women, and children whoworked in the nation’s factories.

SThetoryteller

Section 2Section 2

12-year-old factory worker


hot and stifling. The machines gave off heat, andair-conditioning had not yet been invented. In thewinter workers suffered because most factorieshad no heating.

Factory owners showed more concern forprofits than for the comfort and safety of their em-ployees. They knew that they could easily replacean unhappy worker with someone else eager fora job. No laws existed to regulate working condi-tions or to protect workers.

The owners of the Lowell mills had built simple but clean lodging for employees in an ef-fort to attract young women workers to the newindustry. By the 1840s, however, factory ownersno longer provided this benefit. Workers had tofind their own lodging. Because of low wages,most workers ended up living in slums near thefactories.

Attempts to Organize

By the 1830s workers began organizing to im-prove working conditions. Fearing the growth ofthe factory system, skilled workers had formedtrade unions—organizations of workers with thesame trade, or skill. Steadily deteriorating condi-tions led unskilled workers to organize as well.

In the mid-1830s skilled work-ers in New York City staged a seriesof strikes, refusing to work to putpressure on employers. Workersstruck to get higher wages and tolimit their workday to 10 hours. In1834 groups of skilled workersformed the General Trades Union ofNew York.

The Right to Strike

In the early 1800s, going onstrike was illegal. Striking workerscould be punished by the law, orthey could be fired from their jobs.In 1842 a Massachusetts court ruledthat workers did have the right tostrike. It would be many years,however, before workers receivedother legal rights.

African American Workers

Slavery had largely disappeared from theNorth by 1820. However, racial prejudice—anunfair opinion not based on facts—and discrimi-nation—unfair treatment of a group—remainedin Northern states. For example, in 1821 NewYork eliminated the requirement that white menhad to own property in order to vote—yet fewAfrican Americans were allowed to vote. BothRhode Island and Pennsylvania passed laws pro-hibiting free African Americans from voting.

Most communities would not allow freeAfrican Americans to attend public schools andbarred them from public facilities as well. OftenAfrican Americans were forced into segregated,or separate, schools and hospitals.

Another damaging effect of prejudice in theNorth was that African Americans had to take thelowest-paying jobs. William J. Brown, a freeAfrican American who lived in Rhode Island inthe 1830s, later wrote:

“To drive carriages, carry a market basketafter the boss, and brush his boots . . .was as high as a colored man couldrise.”

Young Man in WhiteApron by John MackieFalconer The artist of thispainting was known forhis watercolors depictingNew York City workerssuch as this African American clerk. How didprejudice affect the livesof African Americans inthe North?

HISTORYAND ART


Afew African Americans in the North becamewell-to-do businesspeople. Henry Boyd owned afurniture manufacturing company in Cincinnati,Ohio. In 1827 Samuel Cornish and John B. Russ-wurm founded Freedom’s Journal, the first AfricanAmerican newspaper, in New York City. In 1845Macon B. Allen became the first African Americanlicensed to practice law in the United States. Theoverwhelming majority of African Americans,however, were extremely poor. Although betteroff than the enslaved people of the South, North-ern African Americans still suffered the cruel andlasting effects of discrimination.

Women Workers

Women had played a major role in the devel-oping mill and factory systems. However, em-ployers discriminated against women, payingthem less than male workers. When men began toform unions, they excluded women. Male work-ers wanted women kept out of the workplace sothat more jobs would be available for men.

Some female workers attempted to organizein the 1830s and 1840s. In Massachusetts the Low-ell Female Labor Reform Organization, foundedby a weaver named Sarah G. Bagley, petitionedthe state legislature for a 10-hour day in 1845. Be-cause most of the petition’s signers were women,the legislature did not consider the petition.

Most of the early efforts by women to achieveequality and justice in the workplace failed. Theypaved the way, however, for later movements tocorrect the injustices against female workers.

The Rise of CitiesThe growth of factories went hand in handwith the growth of Northern cities. People

looking for work flocked to the cities, where most

of the factories were located. In 1840, 14 percent ofthe population of the Northern states lived incities. By 1860 that figure had grown to 26 percent.The population of New York City, the nation’slargest city, reached 1 million, and Philadelphia,more than 500,000 in 1860.

City life could be difficult and dangerous. Unable to afford decent housing, new workersusually lived in overcrowded, run-down build-ings with no plumbing or heat. Disease spreadquickly in such conditions. Fire was also a con-stant danger in the closely spaced wooden buildings.

ImmigrationImmigration—the movement of peopleinto a country—to the United States in-

creased dramatically between 1840 and 1860.American manufacturers welcomed the tide ofimmigrants, many of whom were willing to workfor long hours and for low pay.

Newcomers From Ireland

The largest group of immigrants to the Unit-ed States at this time traveled across the Atlanticfrom Ireland. Between 1846 and 1860, more than1.5 million Irish immigrants arrived in the coun-try, settling mostly in the Northeast.

The Irish migration to the United States wasbrought on by a terrible potato famine. A famineis an extreme shortage of food. Potatoes were themainstay of the Irish diet, eaten for breakfast,lunch, and dinner. When a devastating blight, ordisease, destroyed Irish potato crops in the 1840s,starvation struck the country. More than 1 millionpeople died.

Although most of the immigrants had beenfarmers in Ireland, they were too poor to buy land

Birth of the Chip In 1853 a diner at an elegant resort in Sarasota Springs, NewYork, refused an order of potatoes that were “too thick.” The chef, Native AmericanGeorge Crum, sliced and fried a batch so thin that they could not be picked upwith a fork. The guest loved the crisp potatoes, and the “potato chip” was born!

ootnotes to HistoryF


in the United States. For this reason many Irishimmigrants took low-paying factory jobs inNorthern cities. The men who came from Irelandworked in factories or performed manual labor,such as digging ditches and working on the rail-roads. The women, who accounted for almosthalf of the immigrants, became servants and fac-tory workers. By 1850 one-third of all workers inBoston were Irish.

German Immigrants

The second-largest group of immigrants in theUnited States between 1820 and 1860 came fromGermany. Some sought work and opportunity.Others had left their homes because of the failureof a democratic revolution in Germany in 1848.

Between 1848 and 1860, more than 1 millionGerman immigrants—mostly men—settled in theUnited States. Many arrived with enough moneyto buy farms or open their own businesses. Theyprospered in many parts of the country, foundingtheir own communities and self-help organiza-tions. Some German immigrants settled in NewYork and Pennsylvania, but many moved to theMidwest and the western territories.

The Impact of Immigration

The immigrants who came to the UnitedStates between 1820 and 1860 changed the char-acter of the country. These people brought their

languages, customs, religions, and ways of lifewith them. Various features soon filtered intoAmerican culture.

Before the early 1800s, the majority of immi-grants to America had been either Protestantsfrom Great Britain or Africans brought forcibly toAmerica as slaves. At the time, the country hadrelatively few Catholics, and most of these livedaround Baltimore, New Orleans, and St. Augustine. Most of the Irish immigrants andabout one-half of the German immigrants wereRoman Catholics.

Many Catholic immigrants settled in cities ofthe Northeast. The church gave the newcomersmore than a source of spiritual guidance. It alsoprovided a center for the community life of theimmigrants.

The German immigrants brought their lan-guage as well as their religion. When they settled,they lived in their own communities, foundedGerman-language publications, and establishedmusical societies.

Immigrants Face Prejudice

In the 1830s and 1840s, anti-immigrant feelings rose. Some Americans feared that immigrants were changing the character of theUnited States too much.

People opposed to immigration were knownas nativists because they felt that immigrationthreatened the future of “native”—American-

Immigrants land atNew York Harborafter a long oceanvoyage from Ireland.Why did many Irishimmigrants come tothe United Statesduring the mid-1800s?

PicturingHISTORY

Ship advertisement


born—citizens. Some nativists accused immi-grants of taking jobs from “real” Americans andwere angry that immigrants would work forlower wages. Others accused the newcomers ofbringing crime and disease to American cities.Immigrants who lived in crowded slums servedas likely targets of this kind of prejudice.

A New Political Party

The nativists formed secret anti-Catholic soci-eties, and in the 1850s they joined to form a newpolitical party: the American Party. Because mem-bers of nativist groups often answered questionsabout their organization with the statement “Iknow nothing,” their party came to be known asthe Know-Nothing Party.

The Know-Nothings urged Americans tofight the “alien menace.” They called for strictercitizenship laws—extending the immigrants’waiting period for citizenship from 5 to 14years—and wanted to ban foreign-born citizensfrom holding office. In 1856 the Know-Nothingssupported former president Millard Fillmore astheir presidential candidate. He lost to the Demo-cratic candidate, James Buchanan.

In the mid-1850s the Know-Nothing move-ment split into a Northern branch and a Southernbranch over the question of slavery. At this timethe slavery issue was also dividing the Northernand Southern states of the nation.


Activity

Making a Poster Design a campaign poster fora Know-Nothing Party candidate.

Checking for Understanding1. Identify Sarah G. Bagley, Know-Nothing

Party.2. Define trade union, strike, prejudice,

discrimination, famine, nativist.3. List three reasons workers formed unions

in the 1830s.Reviewing Themes

4. Geography and History How did German

and Irish immigrants differ in where theysettled?

Critical Thinking5. Making Inferences How do you think

nativists would have defined a “real”American?

Graph Study

Immigration to the United Statesincreased dramatically between 1820 and 1860. 1. Which country provided the most

immigrants?2. Analyzing Information What was

the highest number of German immigrants before 1855?

Immigration, 1820-1860

210,000

230,000

190,000

170,000

150,000

130,000

110,000

90,000

70,000

50,000

30,000

10,000

18201825

18301835

18401845

18501855

1860

Year

Nu

mb

er o

f im

mig

ran

ts

Source: Historical Statistics of the United States: Colonial Times to 1970.

Great Britain

Ireland

Germany

Have you ever watched someone dish outpieces of pie? When the pie is cut even-ly, everybody gets the same size slice. If

one slice is cut a little larger, however, someoneelse gets a smaller piece. A circle graph is like apie cut in slices. Often, a circle graph is called apie chart.

Learning the Skill

In a circle graph, the complete circle repre-sents a whole group—or 100 percent. The circle isdivided into “slices,” or wedge-shaped sectionsrepresenting parts of the whole.

The size of each slice is determined by thepercentage it represents.

To read a circle graph, follow these steps:• Read the title of the graph to find out what

the subject is.• 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.• When two or more circle graphs appear to-

gether, read their titles and labels. Thencompare the graphs for similarities anddifferences.

Practicing the Skill

Read the graphs on this page, then answer thefollowing questions.1. What do the four graphs represent?2. What percentage of workers were in agri-

culture in 1840? In 1870?3. During what decade did the percentage of

workers in manufacturing increase themost?

4. In what year did manufacturing workerssurpass 20 percent?

5. In what year did agricultural workers makeup 59 percent of all workers?

6. What can you conclude from the graphsabout the relationship between manufactur-ing and agricultural workers from 1840 to1870?

Social StudiesSocial Studies

Reading a Circle Graph

Reading a Circle Graph Find a circle graphrelated to the economy in a newspaper ormagazine. Compare its sections. Then draw aconclusion about the economy.

Applying the Skill


Agricultural and NonagriculturalWorkers, 1840-1870

1840

15%

16%

16%

20%69% 64%

18%

23%

21%

26%59% 53%

1850

1860 1870

Agricultural Manufacturing Other

Source: Historical Statistics of the United States.

Glencoe’s Skillbuilder InteractiveWorkbook, Level 1provides instructionand practice in key social studiesskills.

396 Chapter 13

In 1790 the South seemed to be an underdevel-oped agricultural region with little prospectfor future growth. Most Southerners lived

along the Atlantic coast in Maryland, Virginia,and North Carolina in what came to be known asthe Upper South.

By 1850 the South had changed. Its popula-tion had spread inland into the Deep South—aband of states spreading from Georgia throughSouth Carolina, Alabama, Mississippi, Louisiana,Missouri, Arkansas, and Texas. The economy ofthe South was thriving. Slavery, which was disap-pearing from the North, grew stronger than everin the South. Cotton had transformed the stag-nant economy of the South into a prosperous, ro-bust economy.

Rise of the Cotton Kingdom

Cotton had not always been the South’sleading cash crop. In colonial times tobacco

was the most profitable crop in Virginia. Georgiaand South Carolina produced ever-increasingquantities of rice and indigo.

Both tobacco and rice had drawbacks. Tobac-co depended on foreign markets, so its price var-ied wildly. Tobacco also wore out land quicklybecause it stripped the soil of important nutrients.Rice could not be grown in the dry climate of in-land areas.

Sugarcane, another Southern crop, was raisedin southeastern Louisiana. To grow sugarcane,

1780 1820 1860

Eli Whitney inventscotton gin

Removal of Native Americans spurs expansion of cotton production

The South remains largely rural and dependent on cotton

1800s1793 1860

Southern Cotton KingdomREAD TO DISCOVER . . .■ how settlement expanded in the South.■ why the economy of the South remained

primarily agricultural.■ why some Southerners tried to boost

manufacturing in their region.

TERMS TO LEARNcotton gin capital

Cotton was “king” in the South before1860. “Look which way you will, you see it;and see it moving,” wrote a visitor to Mobile,Alabama. “Keel boats, ships, brigs, schooners,wharves, stores, and press-houses, all ap-peared to be full.” Cotton was also the maintopic of conversation: “I believe that in thethree days that I was there . . . I must haveheard the word cotton pronounced more than3,000 times.”

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Section 3Section 3

Stem of cotton

396

farmers needed to invest large sums of money inirrigation canals and machinery. Sugarcane wastherefore considered a “rich man’s crop.”

The Cotton Gin

The growth of the British textile industry inthe late 1700s had created a huge demand for cot-ton. Unfortunately cotton was difficult to process.After harvest, workers had to painstakingly sepa-rate the plant’s sticky seeds from the cotton fibers.

Cotton production was revolutionized whenEli Whitney invented the cotton gin in 1793. Thecotton gin was a machine that removed seedsfrom cotton fibers, dramatically increasing theamount of cotton that could be processed. A

worker could clean 50 pounds of cotton a daywith the machine—instead of 1 pound by hand.Furthermore the gin was small enough for oneperson to carry from place to place.

Whitney’s invention had far-reaching conse-quences for the South. The cotton gin led to thedemand for more slaves. Because the cotton ginprocessed cotton fibers so quickly, farmers want-ed to grow more cotton. Many Southern plantersrelied on slave labor to perform these tasks.

New Lands for Cotton

The removal of Native Americans from theSoutheast in the early 1800s opened the way forexpanding cotton production across the Deep

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IIIIIIIIIIIIIIIIIIIIII

The Cotton GinIn 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. How did the invention of the cotton gin affect slavery?

1. Cotton bollsare dumped into the hopper.

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

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

4. A second cylinder with brushes pulls the cotton off the toothed cylinder and sends it out of the gin.

TECHNOLOGY AND HISTORY


South. Settlers swept into the regions of Alabamaand Mississippi after 1815.

With wet springs and summers and dry au-tumns, the Deep South was well suited for cottonproduction. Farmers without cotton gins or slavescould make a profit growing cotton even on smallfarms. They could succeed without actually own-ing a cotton gin because gins could be rented, andenslaved African Americans could be hired fromslaveholders.

On large plantations, however, cotton grow-ing went hand in hand with slavery. Using slavelabor, the planters could plant and tend vast fieldsof cotton.

Cotton Rules the Deep South

Intense demand for cotton in Great Britainkept the price of cotton high in the years before1860. By that year the economies of the DeepSouth and the Upper South had developed in dif-ferent ways. Both parts of the South were agricul-tural, but the Upper South still produced tobacco,hemp, wheat, and vegetables. The Deep South

was committed to cotton and, in some areas, to rice and sugarcane.

The value of enslaved people increased be-cause of their key role in producing cotton andsugar. The Upper South became a center for thesale and transport of enslaved people throughoutthe region.

Industry’s Limited Role in the South

The economy of the South prospered be-tween 1820 and 1860. Unlike the industrial

North, however, the South remained overwhelm-ingly rural, and its economy became increasinglydifferent from the Northern economy. The Southaccounted for only a small percentage of the na-tion’s manufacturing in the 1850s. In fact, the en-tire South produced fewer manufactured goodsthan the state of Massachusetts.

Economics

Cotton Production in America, 1800–1860

Graph Study

As cotton increased in value, the number of slaves grew dramatically. 1. About how many bales of cotton were produced in 1860?

2. Analyzing Information About how many slaves lived in the United States in 1860?

Source: Historical Statistics of the United States.

Total Cotton Production 73,000 balesEst. Auction Priceper field slave $ 600Total Crop Value $ 8,085,000

Total Cotton Production 3,841,000 balesEst. Auction Priceper field slave $ 1,800Total Crop Value $ 248,757,000

200,000 balesof cotton produced

200,000 slavesin the United States

Cotton as a percentageof U.S. exports

1800

1800

1820

1820

1840

1840

1860

1860

32.0 %

57.5 %51.6 %

7.1%


Barriers to Industry

Why was there little industry in the South?One reason was the boom in cotton sales. Becauseagriculture was so profitable, Southerners re-mained committed to farming rather than start-ing new businesses.

Another stumbling block was the lack of cap-ital—money to invest in businesses—in theSouth. To develop industries required money, butmany Southerners had their wealth invested inland and slaves. Planters would have had to sellslaves to raise the money to build factories. Mostwealthy Southerners were unwilling to do this.They believed that an economy based on cottonand slavery would continue to prosper, and theysaw no reason to risk their resources in new in-dustrial ventures.

In addition the market for manufacturedgoods in the South was smaller than it was in theNorth. A large portion of the Southern populationconsisted of enslaved people with no money tobuy merchandise. So the limited local market dis-couraged industries from developing.

Yet another reason for the lack of industry inthe South is that some Southerners simply did not

want industry to flourish there. One Texas politi-cian summed up the Southerners’ point of viewthis way:

“We want no manufactures; we desireno trading, no mechanical or manufac-turing classes. As long as we have ourrice, our sugar, our tobacco and our cotton, we can command wealth topurchase all we want.”

Southern Factories

While most Southerners felt confident aboutthe future of the cotton economy, some leaderswanted to develop industry in the region. Thesepromoters of industry believed that, by remain-ing rural and committed to cotton production, theSouth was becoming dependent on the North formanufactured goods. These Southerners also ar-gued that factories would revive the economy ofthe Upper South, which was less prosperous thanthe cotton states.

One Southerner who shared this view wasWilliam Gregg, a merchant from Charleston,South Carolina. After touring New England’s

Slave Market in Richmond, Virginia byEyre Crowe A British ob-server, Crowe showed thedignity of enslaved people.His work, however, fails toshow the inhumanity of theslave market. What roledid the Upper South playin promoting slavery?

HISTORYAND ART


textile mills in 1844, Gregg opened his own textilefactory in South Carolina.

In Richmond, Virginia, Joseph Reid Ander-son took over the Tredegar Iron Works in the1840s and made it one of the nation’s leading pro-ducers of iron. Years later during the Civil War,Tredegar provided artillery and other iron prod-ucts for the Southern forces.

The industries that Gregg and Anderson builtstood as the exception rather than the rule in theSouth. In 1860 the region remained largely ruraland dependent on cotton.

Southern Transportation

Natural waterways provided the chief meansfor transporting goods in the South. Most townswere located on the seacoast or along rivers.There were few canals, and roads were poor.

The railroad boom that the North experi-enced in the 1840s and 1850s did not take hold in the South until late in the period. Southern raillines were short and local and did not connect all parts of the region in a network. As a resultSouthern cities grew more slowly than cities in the North and Midwest, where railways provided the major routes of commerce and settlement.

By 1860 only about one-third of the nation’srail lines lay within the South. The railway short-age would have devastating consequences for theSouth during the Civil War.


Activity

Creating an Advertisement Design an adver-tisement to sell the newly invented cotton gin.

Checking for Understanding1. Identify Eli Whitney, William Gregg, Joseph

Reid Anderson.2. Define cotton gin, capital.3. Compare agriculture in the Upper South

and Deep South.Reviewing Themes

4. Science and Technology Why did theinvention of the cotton gin increase the

demand for enslaved Africans?Critical Thinking

5. Predicting Consequences If slavery hadbeen outlawed, how do you think it wouldhave affected the South’s economy?

�� Fla.

Ala. Ga.

S.C.

N.C.Tenn.

KY.

Va.

Miss.

La.

Ark.

Mo.

Ill. Ind. Ohio

Texas

Okla.

Kansas

Pa.

N.Y.Mich.

Md.

N.J.Del.IowaNeb.

Great Lakes

ATLANTICOCEAN

OhioR.

Gulfof

Mexico

Mis

siss

ippi

R.

N

S

EW

Map Study

In 1860 the Southern states were more agricultural than industrial. 1. Location In what state was the most sugarcane grown? 2. Analyzing Information What crop was grown most extensively throughout the South?

Southern Crops in 1860

300 kilometersLambert ConformalConical projection

300 miles

0

0

Cotton (45 bales orfewer per sq. mi.)

Cotton (46 bales ormore per sq. mi.)

Rice

Sugarcane

Tobacco

��


Congress outlawsthe slave trade

Nat Turner leadsrebellion in Virginia

Arkansas orders freeblacks to leave

Population of Baltimore reaches 212,000

18311808 1859 1860

1800 18401820 1860

The South’s PeopleREAD TO DISCOVER . . .■ how people lived on Southern plantations.■ what roles different people played on

plantations.■ how enslaved African Americans main-

tained strong family and cultural ties.

TERMS TO LEARNyeoman overseertenant farmer spiritualfixed cost slave codecredit

Planters gathered in the bright Savannahsunshine. They were asked to bid on a strongslave who could plow their fields. Fear andgrief clouded the enslaved man’s face becausehe had been forced to leave his wife and chil-dren. Later, he wrote this letter: “My Dear wifeI [write] . . . with much regret to inform youthat I am Sold to a man by the name of Peter-son. . . . Give my love to my father and motherand tell them good Bye for me. And if we

Shall not meet in this world, I hopeto meet in heaven. My Dear wife foryou and my Children my pen cannotexpress the [grief] I feel to be parted

from you all.”

SThetoryteller

Section 4Section 4

Plow

Popular novels and films often portray theSouth before 1860 as a land of stately plan-tations owned by rich white slaveholders.

In reality most white Southerners were eithersmall farmers without slaves or planters with ahandful of slaves. Only a few planters could af-ford the many enslaved Africans and the lavishmansions shown in fictional accounts of the OldSouth. Most white Southerners fit into one of fourcategories: yeomen, tenant farmers, the ruralpoor, or plantation owners.

Small Farmers and the Rural Poor

The farmers who did not have slaves—yeomen—made up the largest group of

whites in the South. Most yeomen owned land.Although they lived throughout the region, theywere most numerous in the Upper South and inthe hilly rural areas of the Deep South, where theland was unsuited to large plantations.

A yeoman’s farm usually ranged from 50 to200 acres. Yeomen grew crops both for their ownuse and to sell, and they often traded their pro-duce to local merchants and workers for goodsand services.

Not all Southern whites owned land. Somerented land or worked as tenant farmers on land-lords’ estates. Others—-the rural poor—lived incrude cabins in wooded areas where they couldclear a few trees, plant some corn, and keep a hogor a cow. They also fished and hunted for food.


The poor people of the rural South were stub-bornly independent. They refused to take any jobthat resembled the work of enslaved people. Al-though looked down on by other whites, the ruralpoor were proud of being self-sufficient.

PlantationsA large plantation might cover severalthousand acres. Well-to-do plantation

owners usually lived in comfortable but not luxu-rious farmhouses. They measured their wealthpartly by the number of enslaved people theycontrolled and partly by such possessions ashomes, furnishings, and clothing. A small groupof plantation owners—about 12 percent—heldmore than half of the slaves. About half of theplanters held fewer than five enslaved workers.

Plantation Owners

The main economic goal for large plantationowners was to earn profits. Such plantations hadfixed costs—regular expenses such as housing

Economics

and feeding workers and maintaining cotton ginsand other equipment. Fixed costs remained aboutthe same year after year.

Cotton prices, however, varied from season toseason, depending on the market. To receive thebest prices, planters sold their cotton to agents incities such as New Orleans, Charleston, Mobile,and Savannah. The cotton exchanges, or tradecenters, in Southern cities were of vital impor-tance to those involved in the cotton economy.The agents of the exchanges extended credit—aform of loan—to the planters and held the cottonfor several months until the price rose. Then theagents sold the cotton. This system kept theplanters always in debt because they did not re-ceive payment for their cotton until the agentssold it.

Plantation Wives

The wife of a plantation owner generally hadcharge of watching over the enslaved workerswho toiled in her home and tending to themwhen they became ill. Her responsibilities also in-cluded supervising the plantation’s buildings andthe fruit and vegetable gardens. Some wivesserved as accountants, keeping the plantation’s fi-nancial records.

Wealthy South-erners pose for

the camera in front of an ele-gant plantation home. Whatwere the duties of the wife ofa plantation owner?

PicturingHISTORY


Women often led a difficult and lonely life onthe plantation. When plantation agriculturespread westward into Alabama and Mississippi,many planters’ wives felt they were moving intoa hostile, uncivilized region. Planters traveled fre-quently to look at new land or to deal with agentsin New Orleans or Memphis. Their wives spentlong periods alone at the plantation.

Work on the Plantation

Large plantations needed many differentkinds of workers. Some enslaved people workedin the house, cleaning, cooking, doing laundry,sewing, and serving meals. They were called do-mestic slaves. Other African Americans weretrained as blacksmiths, carpenters, shoemakers,or weavers. Still others worked in the pastures,tending the horses, cows, sheep, and pigs.

Most of the enslaved African Americans,however, were field hands. They worked fromsunrise to sunset planting, cultivating, and pick-ing cotton and other crops. They were supervisedby an overseer—a plantation manager.

Life Under SlaveryEnslaved African Americans endured ap-palling hardship and misery. They worked

hard, earned no money, and had little hope offreedom. One of their worst fears was beingresold to another planter and separated from theirloved ones. In the face of these brutal conditions,enslaved African Americans maintained theirfamily life as best they could and developed a cul-ture all their own. They resisted slavery through avariety of ingenious methods, and they looked tothe day when they would be liberated.

Enslaved Workers

Overseers rang the wake-up bell or horn wellbefore dawn. The enslaved workers reached thefields before the sun came up, and they stayedthere until after sundown.

Planters wanted to keep the slaves busy allthe time, which meant long and grueling days in

the fields. Enslaved women as well as men wererequired to do heavy fieldwork. Young childrencarried buckets of water. By the age of 10, theywere considered ready for fieldwork. Enslavedpeople who reached old age—60 or older—per-formed lighter chores such as weaving or caringfor children.

Life in the Slave Cabins

Enslaved people had few comforts beyondthe bare necessities. Josiah Henson, an AfricanAmerican who escaped from slavery, describedthe quarters where he had lived.

“We lodged in log huts and on the bareground. Wooden floors were anunknown luxury. In a single room werehuddled, like cattle, ten or a dozen per-sons, men, women and children. . . .Our beds were collections of straw and

to HISTORYEyewitness

A family of enslaved workersgathers in front of their cabin

on a plantation near Savannah, Georgia.How did enslaved people cope with the injustices in their lives?

PicturingHISTORY


old rags, thrown down in the cornersand boxed in with boards, a singleblanket the only covering. . . . The windwhistled and the rain and snow blew inthrough the cracks, and the damp earthsoaked in the moisture till the floor wasmiry [filthy] as a pigsty.”

Enslaved people lived on a diet consistingmostly of cornmeal, pork fat, and molasses. Manyplantation owners allowed enslaved people tohave their own gardens. The slaves grew greensand yams to supplement their diet. They usuallyhad enough to eat, but their diet often was notwell balanced or nutritious.

Family Life

Enslaved people faced constant uncertaintyand danger. American law in the early 1800s did not protect enslaved families. At any giventime a husband or wife could be sold away, or a

slaveholder’s death could lead to the breakup ofan enslaved family. Although marriage between enslaved people was not recognized by law, manycouples did marry. Their marriage ceremonies in-cluded the phrase “until death or separation do uspart”—recognizing the possibility that a marriagemight end with the sale of one spouse.

To provide some measure of stability in theirlives, enslaved African Americans established anetwork of relatives and friends, who made uptheir extended family. If a husband or wife weresold away, an aunt, uncle, or close friend couldraise the children left behind. Large, close-knit ex-tended families became a vital feature of AfricanAmerican culture.

African American Culture

Enslaved African Americans endured theirhardships by extending their own culture, fellow-ship, and community. They fused African andAmerican elements into a new and distinctiveculture.

African American Life in the South

What Was It Like? Although enslaved people had fewpersonal possessions, their lives were marked by astrong shared spirit. Which of the items shown herereflect the African traditions of enslaved people?

AmericanMemoriesAmericanMemories

Workingman’s shoe

Cotton kerchief

Water gourd


The growth of the African American popula-tion came mainly from children born in the Unit-ed States. In 1808 Congress had outlawed theslave trade. Although slavery remained legal inthe South, no new slaves could enter the UnitedStates. By 1860 almost all the enslaved people inthe South had been born there.

These native-born African Americans heldon to their African customs. They continued topractice African music and dance. They passedtraditional African folk stories and proverbs onto their children. Some wrapped colored clothsaround their heads in the African style. Althougha large number of enslaved African Americansaccepted Christianity, they often followed the re-ligious beliefs and practices of their African an-cestors as well.

African American Christianity

For many enslaved African Americans, Chris-tianity became a religion of hope and resistance.They prayed fervently for the day when theywould be free from bondage.

The passionate beliefs of the Southern slavesfound expression in the spiritual, an AfricanAmerican religious folk song. Spirituals provideda way for the enslaved African Americans to com-municate secretly among themselves. Many spir-ituals combined Christian faith with lamentsabout earthly suffering. The song “Didn’t MyLord Deliver Daniel,” for example, refers to thebiblical tale of Daniel who was saved from thelions’ den.

“Didn’t my Lord deliver Daniel,deliver Daniel, deliver Daniel,

Didn’t my Lord deliver Daniel,An’ why not every man?”

Slave Codes

Between 1830 and 1860, life under slavery be-came even more difficult because the slavecodes—the laws in the Southern states that con-trolled enslaved people—became more severe. Inexistence since the 1700s, slave codes aimed toprevent the event white Southerners dreaded

most—the slave rebellion. For this reason slavecodes prohibited slaves from assembling in largegroups and from leaving their master’s propertywithout a written pass.

Slave codes also made it a crime to teach en-slaved people to read or write. White Southernersfeared that a literate slave might lead otherAfrican Americans in rebellion. A slave who didnot know how to read and write, whites believed,was less likely to rebel.

Resistance to Slavery

Some enslaved African Americans did rebelopenly against their masters. One was Nat Turn-er, a popular religious leader among his fellowslaves. Turner had taught himself to read andwrite. In 1831 Turner led a group of followers ona brief, violent rampage in Southhampton Coun-ty, Virginia. Before being captured Turner and hisfollowers killed at least 55 whites. Nat Turner washanged, but his rebellion frightened white South-erners and led them to the passage of more severeslave codes.

Armed rebellions were rare, however. AfricanAmericans in the South knew that they wouldonly lose in an armed uprising. For the most part,enslaved people resisted slavery by workingslowly or by pretending to be ill. Occasionally re-sistance took more active forms, such as settingfire to a plantation building or breaking tools. Re-sistance helped enslaved African Americans en-dure their lives by striking back at whitemasters—and perhaps establishing boundariesthat white people would respect.

Escaping Slavery

Some enslaved African Americans tried torun away to the North. A few succeeded. HarrietTubman and Frederick Douglass, two AfricanAmerican leaders who were born in slavery,gained their freedom when they fled to the North.

Yet for most enslaved people, getting to theNorth was almost impossible, especially from theDeep South. Most slaves who succeeded in run-ning away escaped from the Upper South. TheUnderground Railroad—a network of “safe


houses” owned by free blacks and whites who op-posed slavery—offered assistance to runaways.

Some slaves ran away to find relatives onnearby plantations or to escape punishment.Rarely did they plan to make a run for the North.Most runaways were captured and returned totheir masters. Discipline was severe; the mostcommon punishment was whipping.

Life in the CitiesAlthough the South was primarily agricul-tural, it was the site of several large cities

by the mid-1800s. By 1860 the population of Bal-timore had reached 212,000 and that of New Or-leans 168,000. Other cities on the rise includedCharleston, Richmond, and Memphis. The popu-lation of Southern cities included white citydwellers, some enslaved workers, and a largeshare—about 250,000—of the South’s free AfricanAmericans.

Free African Americans

The cities provided free African Americanswith opportunities to form their own communi-ties. African American barbers, carpenters, andsmall traders offered their services throughouttheir communities. Free African Americansfounded their own churches and institutions. InNew Orleans they formed an opera company.

Although some free African Americans prospered in the cities, their lives were far fromsecure. Between 1830 and 1860, Southern statespassed laws that limited the rights of free AfricanAmericans. Most states would not allow them tomigrate from other states. In 1859 Arkansas or-dered all free African Americans out of the state.Although spared the horrors of slavery, freeAfrican Americans were denied an equal share ineconomic and political life.


Activity

Illustrating Differences Draw scenes that illus-trate differences between planters and enslavedpeople in the 1800s.

Checking for Understanding1. Identify Nat Turner, Harriet Tubman, Fred-

erick Douglass, Underground Railroad.2. Define yeoman, tenant farmer, fixed cost,

credit, overseer, spiritual, slave code.3. List two differences between yeomen and

plantation owners.Reviewing Themes

4. Culture and Traditions Why were extend-ed families vital to African American culture?

Critical Thinking5. Making Generalizations If you were a

plantation owner, what would you tellyour son or daughter if they asked whyyou held slaves?

FrederickDouglass


CitizenshipCitizenshipConnections

Social StudiesConnections

Social Studies GeographyGeography World HIstoryWorld History EconomicsEconomics

Thoreau—The Abolitionist

If a man does not keep pace with his com-panions, perhaps it is because he hears adifferent drummer. Let him step to the

music he hears, however measured and faraway.” These are the words of a man whobelieved strongly in personal freedom. Hebelieved that if a government, company, orsociety interferes with a person’s life, that per-son has a right to protest.

This man was Henry David Thoreau(1817–1862). While living in a small cabin onWalden Pond near Concord, Massachusetts,Thoreau devoted himself to the study of natureand to writing about social issues. When hesaw something in society that he thought wasunjust, he spoke out.

In the mid-1800s, Thoreau became very ac-tive in the abolitionist movement. He helpedfugitive slaves who were following the Under-ground Railroad. Horrified by slavery, Thoreaunever missed an opportunity to speak outagainst the government that allowed slavery tocontinue.

“How does . . . a man behave towardthis American government today? Ianswer that he cannot without dis-grace be associated with it. I can-not for an instant recognizethat political organizationas my governmentwhich is the slave’sgovernment also.

. . . [W]hen asixth of the popu-lation of a nationwhich has

undertaken to be the refuge of libertyare slaves . . . I think that it is not toosoon for honest men to rebel and rev-olutionize.

. . . There are thousands who arein opinion opposed to slavery and tothe [Mexican] war, who yet in effect donothing to put an end to them; who,esteeming themselves children ofWashington and Franklin, sit downwith their hands in their pockets, andsay that they know not what to do,and do nothing. . . .”

Thoreau wrote these ideas in an essaycalled “Civil Disobedience.” His powerful mes-sage later influenced Martin Luther King, Jr.,and Indian leader Mohandas Gandhi.

Designing a Poster What is there in yourcommunity that needs changing? Perhapshomeless people need help or litter needscleaning up. Design a poster to convincepeople in your community to take action.

Activity

Henry David Thoreau Walden Pond

Reviewing Key TermsOn graph paper, create a word search puzzle usingthe following terms. Crisscross the terms verticallyand horizontally, then fill in the remaining squareswith extra letters. Use the terms’ definitions as cluesto find the words in the puzzle. Share your puzzlewith a classmate.telegraphMorse codetrade unionprejudicenativistcotton ginyeomancreditoverseerslave code

Reviewing Key Facts1. How did the development of the canal and

rail network alter the trade route betweenthe Midwest and the East Coast?

2. How did the the telegraph influence long-distance communication?

3. In what ways were women in the work-force discriminated against?

4. Why was there little industry in the South?5. What was the purpose of the slave codes?

Critical ThinkingComparing and Contrasting

The difference in the economies of the Northand South was reflected in the way people lived.

1. Why did the North have more large citiesthan the South?

2. How did the lives of Northern AfricanAmericans differ from those of SouthernAfrican Americans?

Reviewing Themes1. Economic Factors How did improvements

in transportation affect the economy in theNorth?

2. Geography and History Discuss one advan-tage and one disadvantage of city life in theNorth.

3. Science and Technology Compare the useof railroads in the North and South before1860.

4. Culture and Traditions Describe ways inwhich enslaved African Americans held onto their African customs.

Geography ActivityStudy the map below and answer the questions thatfollow.

1. Place What products were developed inOhio?

2. Location In general, where were most textile mills located?

3. Region How do the products shown herediffer from the South’s products as shownon the map on page 400?


Assessment and Activities


Maine

Mich.

Ind. Ohio

Wis.

Minn.

Iowa Pa.

N.Y.

V.T. N.H.

Mass.

R.I.Conn.

Ill.

N.J.

Del.

CANADAL. Superior

L. Huron

L. Ontario

L.M

ichi

gan

L. Erie

Mississippi R.

Ohio

R.

N

S

EW

Northern Products in 1860

200 kilometers0Lambert ConicConformal projection

200 miles0Cattle

Grain

Mining

Lumber

Textiles

Iron and Steel

Skill Practice ActivityReading a Circle GraphStudy the circle graphs below, then answer the ques-tions that follow.

1. What does the information in the twographs represent?

2. What percentage of the population in theNorth was white in 1860?

3. In which part of the country did AfricanAmericans make up more than one-third ofthe population?

4. What can you conclude from the graphsabout the total population of the North andSouth?

Cooperative ActivityHistory and Art With members of your group,create a model of what you think a Southernplantation might have looked like. Your modelshould include a planter’s home, slave quarters,farm fields, a cookhouse, barns for the horses,and other details. Research to find illustrations tohelp you construct your model. Draw a designof your plantation on grid paper. Then gatherscrap materials from home to construct yourmodel. You will also need markers, glue, tape,and a large piece of stiff cardboard on which tobuild your model.

Technology ActivityUsing a Word Processor Search ency-clopedias and other library resourcesfor information about theworld’s cotton industrytoday. Find out the coun-tries that grow cotton, quantities grown, and the types of fertilizer used, if any.Gather this information and create a minireportof interesting cotton facts on your word proces-sor. Share your report with the rest of the class.

Time Line ActivityCreate a time line on which you place the followingevents in chronological order.

• Nat Turner leads a rebellion• Elias Howe invents the sewing machine• Samuel Morse sends the first telegraph

message• First steam-powered locomotive operates• Cyrus McCormick patents the mechanical

reaper• Know-Nothing Party is formed


0

5

10

15

20

25

30

Populations of the North andSouth in 1860

North

98% white

63%white

37%African

American

2%African

American

South

Source: Historical Statistics ofthe United States.

HHiissttoorryy JJoouurrnnaall Write aconversation between aSoutherner andNortherner who meet on a train inthe mid-1800s. Have them talk aboutthe differences between their lives.Use the notes from your journal inthe script.

ActivityPortfolioPortfolio

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