north and south - eagle mountain-saginaw independent ......samuel morse,an american inventor, had...

384

North and South

1820–1860Why It Matters

At the same time that national spirit and pride were growing throughout the country, astrong 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 lessenedthe differences.

The American Republic to 1877 Video The chapter 13 video, “YoungPeople of the South,” describes what life was like for children in the South.

1820• U.S. population

reaches 10 million

1826• The Last of

the Mohicanspublished

1834• McCormick

reaper patented

1820• Antarctica

discovered

1825• World’s first public

railroad opens inEngland

Monroe1817–1825

1837• Steel-tipped

plow invented

CHAPTER 13 North and South

J.Q. Adams1825–1829

Jackson1829–1837

Van Buren1837–1841

W.H. Harrison1841

1820 1830 1840

385

1845• Alexander Cartwright

sets rules for baseball

1860• U.S. population

climbs to over30 million

1848• Revolution in

Austrian Empire

1859• Darwin’s On the

Origin of Speciespublished

1857• Sepoy Rebellion

begins in India

HISTORY

Chapter OverviewVisit and click on Chapter 13—Chapter Overviews to pre-view chapter information.

tx.tarvol1.glencoe.com

The Oliver Plantation by unknown artist During the mid-1800s, plantations in southern Louisiana were entire communities in themselves.


Buchanan1857–1861

Tyler1841–1845

Polk1845–1849

Taylor1849–1850

Pierce1853–1857

Fillmore1850–1853

1845• Beginning of Irish

potato famine

1850 1860

1849• Thoreau writes

“Civil Disobedience”

Northern

SouthernEconomy & People

Economy & People

Step 1 Mark the midpoint of the side edge ofa sheet of paper.

Step 2 Turn the paper and fold the outside edgesin to touch at the midpoint.

Step 3 Turn and label your foldable as shown.

Compare-and-Contrast Study FoldableMake this foldable to help you analyze thesimilarities and differences between thedevelopment of the North and the South.

Reading and Writing As you read the chapter,collect and write information under theappropriate tab that will help you compareand contrast the people and economics of theNorthern and Southern states.

Draw a markat the midpoint.

http://www.glencoe.com/sec/socialstudies/ushistory/tar12003/tx/content.php4/641/1

1834Cyrus McCormickpatents reaper

1844Samuel Morse sendsfirst telegraph message

1846Elias Howe patents a sewing machine

1860About 3,000steamboats are operating

Main IdeaDuring the 1800s, advances in tech-nology and transportation shaped theNorth’s economy.

Key Termsclipper ship, telegraph, Morse code

Reading StrategyOrganizing Information As you readthe section, re-create the diagrambelow and list examples of advancesin transportation and technology.

Read to Learn• how advances in technology

shaped the economy of the North.• how new kinds of transportation

and communication spurred economic growth.

Section ThemeEconomic Factors Advances in tech-nology and transportation shaped theNorth’s economy.

The North’sEconomy

In the 1840s, telegraph wires and railroads began to cross the nation. But travelingby rail had its discomforts, as writer Charles Dickens describes: “[T]here is a great dealof jolting, a great deal of noise, a great deal of wall, not much window, a locomotiveengine, a shriek, and a bell. . . . In the center of the carriage there is usually a stove . . .which is for the most part red-hot. It is insufferably close; and you see the hot air flut-tering between yourself and any other object you may happen to look at, like the ghostof smoke. . . .”

Technology and IndustryIn 1800 most Americans worked on farms. Items that could not be made at

home were manufactured—by hand, one at a time—by local blacksmiths, shoe-makers, and tailors. By the early 1800s, changes took place in the Northernstates. Power-driven machinery performed many tasks that were once done byhand. Industrialization and technology were changing the way Americansworked, traveled, and communicated.

Samuel Morse’s telegraph key

386 CHAPTER 13 North and South

Advances

Preview of Events

Guide to Reading

✦ 1830 ✦ 1840 ✦ 1850 ✦ 1860


IndustrializationThe industrialization of the North developed

in three phases. In the first, manufacturers madeproducts by dividing the tasks involved amongthe workers. One worker would spin thread allday and another would weave cloth—instead ofhaving one person spin and then weave. Duringthe second phase, manufacturers built factories tobring specialized workers together. This allowedproducts to be made more quickly than before.

In the third phase, factory workers usedmachinery to perform some of their work. Manyof the new machines ran on waterpower orsteam power. For example, power-driven loomstook over the task of weaving. The worker’s jobchanged from weaving to tending the machine,which produced more fabric in less time.

Mass production of cotton textiles began inNew England in the early 1800s. After EliasHowe invented the sewing machine in 1846,machine operators could produce clothing on alarge scale from fabrics made by machine. Othertypes of industries developed during the sameperiod. By 1860 the Northeast’s factories pro-duced at least two-thirds of the country’s manu-factured goods.

Improved TransportationImprovements in transportation contributed

to the success of many of America’s new indus-tries. Between 1800 and 1850, construction crewsbuilt thousands of miles of roads and canals. Thecanals opened new shipping routes by connect-ing many lakes and rivers. The growth of therailroads in the 1840s and 1850s also helped tospeed the flow of goods. Inventor Robert Fultondemonstrated a reliable steamboat in 1807.Steamboats carried goods and passengers morecheaply and quickly along inland waterwaysthan could flatboats or sail-powered vessels.

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 growthof cities such as Cincinnati, Buffalo, and Chicago.

In the 1840s sailing ships were improved. Theclipper ships—with sleek hulls and tall sails—were the pride of the open seas. They could sail300 miles per day, as fast as most steamships ofthe day. The ships got their name because they“clipped” time from long journeys. Before theclippers, the voyage from New York to GreatBritain took about 21 to 28 days. A clipper shipcould usually make that trip in half the time.

A clipper ship, the Flying Cloud,set a new record by sailing fromNew York to California in lessthan 90 days. How did clipperships get their name?

History

Boston

New York City

Philadelphia

Baltimore

Washington, D.C.

Richmond

Wilmington

Charleston

SavannahMontgomery

Jackson

Atlanta

Memphis

Vicksburg

New Orleans

Jackson

Chattanooga

Cincinnati

La Crosse

LouisvilleSt. Louis

QuincySt. Joseph

CairoLynchburg

Pittsburgh

Buffalo

ClevelandToledo

Indianapolis

Chicago

Detroit

Albany

Hamburg

Ohio R.

Mis

siss

ippi

R.

Missouri

R.

PENNSYLVANIA

B A LTIMORE AND OHIO

N E WYORK CENTRAL

Lake Erie

Lak

eM

ichi

gan

Lake OntarioLake

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G u l f o f M e x i c o

A t l a n t i c

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40°N

30°N

70°W80°W90°W

300 kilometers0

300 miles0

Albers Conic Equal-Area projection

N

S

EW

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

Trains clipped along at 20 to 30miles per hour by 1860.

Americans loved their railroads in spite of irregular schedules, frequent breakdowns, and being showered with sparks from the locomotives.

A Railway NetworkIn 1840 the United States had almost 3,000

miles of railroad track. By 1860 it had almost31,000 miles, mostly in the North and the Midwest. One railway linked New York Cityand Buffalo. Another connected Philadelphiaand Pittsburgh. Yet another linked Baltimorewith Wheeling, Virginia (now West Virginia).


LocomotivesThe development of railroads in the United

States began with short stretches of tracks thatconnected mines with nearby rivers. Early trainswere pulled by horses rather than by locomotives.The first steam-powered passenger locomotive,the Rocket, 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.

Major Railroads, 1860

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

extend by 1860?2. Location What cities might a train traveler pass through

on a trip from Chicago to New Orleans?

CHAPTER 13 North and South 389

Railway builders connected these easternlines to lines being built farther west in Ohio,Indiana, and Illinois. By 1860 a network of rail-road track united the Midwest and the East.

Moving Goods and PeopleAlong with canals, the railways transformed

trade in the nation’s interior. The changes beganwith the opening of the Erie Canal in 1825 andthe first railroads of the 1830s. Before this timeagricultural goods were carried down the Mis-sissippi River to New Orleans and then shippedto other countries or to the East Coast of theUnited 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 traveledfaster and more cheaply, manufacturers in theEast could offer them at lower prices.

The railroads also played an important rolein the settlement and industrialization of theMidwest. Fast, affordable train travel broughtpeople into Ohio, Indiana, and Illinois. As thepopulations of these states grew, new townsand industries developed.

Faster CommunicationThe growth of industry and the new pace of

travel created a need for faster methods of com-munication. The telegraph—an apparatus thatused electric signals to transmit messages—filled that need.

Samuel Morse, an American inventor, hadbeen seeking support for a system of telegraphlines. On May 24, 1844, Morse got the chance todemonstrate that he could send messagesinstantly along wires. As a crowd in the U.S. cap-ital watched, Morse tapped in the words, “Whathath God wrought!” A few moments later, thetelegraph operator in Baltimore sent the samemessage back in reply. The telegraph worked!Soon telegraph messages were flashing back andforth between Washington and Baltimore.

Morse transmitted his message in Morsecode, a series of dots and dashes representingthe letters of the alphabet. A skilled Morse codeoperator could rapidly tap out words in the dot-and-dash alphabet. Americans adopted the tele-graph eagerly. A British visitor marveled at thespeed with which Americans formed telegraphcompanies and erected telegraph lines. Ameri-cans, he wrote, were driven to “annihilate [wipeout] distance” in their vast country. By 1852 theUnited States was operating about 23,000 milesof telegraph lines.

Explaining How did canals and rail-ways change transportation?

Samuel Morse

The defeat of the train Tom Thumb in 1830 did not meanthe end of the steam engine. The first successful use of asteam locomotive in the United States took place in SouthCarolina in 1831. In 1860 which regions of the UnitedStates had the most miles of railroad track?

History

Checking for Understanding1. Key Terms Use each of these terms

in a sentence that will help explain itsmeaning: clipper ship, telegraph,Morse code.

2. Reviewing Facts Identify anddescribe the three phases of industri-alization in the North.

Reviewing Themes3. Economic Factors How did improve-

ments in transportation affect theprice of goods?

Critical Thinking4. Determining Cause and Effect How

did the steel-tipped plow aid settlerson the Great Plains?

5. Analyzing Consequences Howmight failure to improve transporta-tion have affected the economic andsocial development of the nation? Re-create the diagram below and listthe possible effects.

Analyzing Visuals6. Geography Skills Study the map on

page 388, then answer this question:Through what two cities in Missis-sippi did major rail lines pass?

AgricultureThe railroads gave farmers access to new

markets to sell their products. Advances in tech-nology allowed farmers to greatly increase thesize of the harvest they produced.

In the early 1800s, few farmers had venturedinto the treeless Great Plains west of Missouri,Iowa, and Minnesota. Even areas of mixed forestand prairie west of Ohio and Kentucky seemedtoo difficult for farming. Settlers worried thattheir wooden plows could not break the prairie’smatted sod and that the soil was not fertile.

Revolution in AgricultureThree revolutionary inventions of the 1830s

changed farming methods and encouraged set-tlers to cultivate larger areas of the West. Onewas the steel-tipped plow that John Deereinvented in 1837. Far sturdier than the woodenplow, Deere’s plow easily cut through the hard-packed sod of the prairies. Equally importantwas the mechanical reaper, which sped up theharvesting of wheat, and the thresher, whichquickly separated the grain from the stalk.

McCormick’s ReaperBorn on a Virginia farm, Cyrus McCormick

became interested in machines that wouldease the burden of farmwork. After years of

tinkering, McCormick designed and con-structed the mechanical reaper and made a fortune manufacturing and selling it.

For hundreds of years, farmers had harvestedgrain with handheld sickles. McCormick’sreaper could harvest grain much faster than ahand-operated sickle. Because farmers couldharvest wheat so quickly, they began plantingmore of it. Growing wheat became profitable.

McCormick’s reaper ensured that raisingwheat would remain the main economic activityin the Midwestern prairies. New machines andrailroads helped farmers plant more acres in“cash” crops—crops planted strictly for sale.Midwestern farmers began growing more wheatand shipping it east by train and canal barge.Farmers in the Northeast and Middle Atlanticstates increased their production of fruits andvegetables that grew well in Eastern soils.

Despite improvements in agriculture, how-ever, the North turned away from farming andincreasingly toward industry. It was difficultmaking a living farming the rocky soil of NewEngland, but industry flourished in the area.The number of people who worked in factoriescontinued to rise—and so did problems con-nected with factory labor.

Identifying What innovation spedthe harvesting of wheat?


Math Research the number ofacres of wheat harvested in theUnited States before and afterMcCormick introduced his reaper.Then create a chart or graph toillustrate your findings.

Effects

Social Economic

391

Main IdeaMany cities grew tremendously duringthis period.

Key Termstrade union, strike, prejudice, discrimination, famine, nativist

Reading StrategyDetermining Cause and Effect Asyou read the section, re-create thediagram below and list two reasonsfor the growth of cities.

Read to Learn• how working conditions in indus-

tries changed.• how immigration affected American

economic, political, and cultural life.

Section ThemeGeography and History Growth ofindustry and an increase in immigra-tion changed the North.

The North’s People


1827Freedom’s Journal, first African American newspaper, is published

1833The General TradesUnion of New York isformed

1854American Party(Know-Nothings)forms

1860Population of NewYork City passes800,000

“At first the hours seemed very long, but I was so interested in learning that Iendured it very well; when I went out at night the sound of the mill was in my ears,” aNorthern mill worker wrote in 1844. The worker compared the noise of the cotton millto the ceaseless, deafening roar of Niagara Falls. The roar of machinery was only onefeature of factory life workers had to adjust to. Industrialization created new challengesfor the men, women, and children who worked in the nation’s factories.

Northern FactoriesBetween 1820 and 1860, more and more of America’s manufacturing shifted

to mills and factories. Machines took over many of the production tasks. In the early 1800s, in the mills established in Lowell, Massachusetts, the

entire production process was brought together under one roof—setting up thefactory system. In addition to textiles and clothing, factories now produced suchitems as shoes, watches, guns, sewing machines, and agricultural machinery.

12-year-old factory worker

Growth ofcities

Preview of Events

Guide to Reading

✦ 1820 ✦ 1840✦ 1830 ✦ 1860✦ 1850


Working ConditionsAs the factory system developed, working

conditions worsened. Factory owners wantedtheir employees to work longer hours in orderto produce more goods. By 1840 factory work-ers averaged 11.4 hours a day. As the workdaygrew longer, on-the-job accidents became moreand more common.

Factory work involved many 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 spin-ning belts. Young children working onmachines with powerful moving parts wereespecially at risk.

Workers often labored under unpleasant con-ditions. In the summer, factories were miserablyhot and stifling. The machines gave off heat, and

air-conditioning had not yet been invented. Inthe winter, workers suffered because most facto-ries had no heating.

Factory owners often showed more concernfor profits than for the comfort and safety oftheir employees. Employers knew they couldeasily replace an unhappy worker with someoneelse eager for a job. No laws existed to regulateworking conditions or to protect workers.

Attempts to OrganizeBy the 1830s workers began organizing to

improve working conditions. Fearing thegrowth of the factory system, skilled workershad formed trade unions—organizations ofworkers with the same trade, or skill. Steadilydeteriorating working conditions led unskilledworkers to organize as well.

In the mid-1830s skilled workers in New YorkCity staged a series of strikes, refusing to workin order to put pressure on employers. Workerswanted higher wages and to limit their workdayto 10 hours. Groups of skilled workers formedthe General Trades Union of New York.

In the early 1800s going on strike was illegal.Striking workers could be punished by the law,or they could be fired from their jobs. In 1842 aMassachusetts court ruled that workers did havethe right to strike. It would be many years, how-ever, before workers received other legal rights.

African American WorkersSlavery had largely disappeared from

the North by the 1830s. However, racialprejudice—an unfair opinion not based onfacts—and discrimination—unfair treatmentof a group—remained in Northern states. Forexample, in 1821 New York eliminated therequirement that white men had to own prop-erty in order to vote—yet few African Ameri-cans were allowed to vote. Both Rhode Islandand Pennsylvania passed laws prohibiting freeAfrican 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.

Young Man in White Apron by John Mackie Falconer The artist of this painting was known forhis watercolors depicting New York City workerssuch as this African American clerk. How did prejudice affect the lives of African Americansin the North?

History Through Art

392

393CHAPTER 13 North and South

A few African Americans rose in the businessworld. Henry Boyd owned a furniture manufac-turing company in Cincinnati, Ohio. In 1827Samuel Cornish and John B. Russwurmfounded Freedom’s Journal, the first AfricanAmerican newspaper, in New York City. In 1845Macon B. Allen became the first African Ameri-can licensed to practice law in the United States.The overwhelming majority of African Ameri-cans, however, were extremely poor.

Women WorkersWomen had played a major role in the devel-

oping mill and factory systems. However,employers discriminated against women, pay-ing them less than male workers. When menbegan to form unions, they excluded women.Male workers wanted women kept out of theworkplace so that more jobs would be availablefor men.

Some female workers attempted to organizein the 1830s and 1840s. In Massachusetts theLowell Female Labor Reform Organization,founded by a weaver named Sarah G. Bagley,petitioned the state legislature for a 10-hourworkday in 1845. Because most of the petition’ssigners were women, the legislature did not con-sider 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.

Describing How did conditions forworkers change as the factory system developed?

The Rise of CitiesThe growth of factories went hand in hand

with the growth of Northern cities. People look-ing for work flocked to the cities, where most ofthe factories were located. The population of NewYork City, the nation’s largest city, passed 800,000,and Philadelphia, more than 500,000 in 1860.

Between 1820 and 1840, communities that hadbeen small villages became major cities, includingSt. Louis, Pittsburgh, Cincinnati, and Louisville.All of them profited from their location on the

Mississippi River or one of the river’s branches.These cities became centers of the growing tradethat connected the farmers of the Midwest withthe cities of the Northeast. After 1830 the GreatLakes became a center for shipping, creatingmajor new urban centers. These centers includedBuffalo, Detroit, Milwaukee, and Chicago.

ImmigrationImmigration—the movement of people into a

country—to the United States increased dramat-ically between 1840 and 1860. American manu-facturers welcomed the tide of immigrants,many of whom were willing to work for longhours and for low pay.

The largest group of immigrants to the UnitedStates 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. Afamine is an extreme shortage of food. Potatoeswere the main part of the Irish diet. When a dev-astating blight, or disease, destroyed Irishpotato crops in the 1840s, starvation struck thecountry. More than one million people died.

Although most of the immigrants had beenfarmers in Ireland, they were too poor to buyland in the United States. For this reason manyIrish immigrants took low-paying factory jobs in

Cities grow along fall lines A “fall line” is the boundarybetween an upland region and a lower region whererivers and streams move down over rapids or waterfallsto the lower region. Cities sprang up along fall lines for anumber of reasons. Boats could not travel beyond thefall line, so travelers and merchants had to transfer theirgoods to other forms of transportation there. Early man-ufacturers also took advantage of the falls to powertheir mills. Fall-line cities include Richmond, Virginia;Trenton, New Jersey; and Augusta, Georgia.

Growth of Cities

Ireland 35%

Sources of U.S. ImmigrationAnnual Immigration, 1820–1860

1820–1840

1841–1860

All othernations 29%

Great Britain14% Germany

22%

Great Britain16%

Ireland 39%

Germany32%

All othernations 13%

Annu

al Im

mig

ratio

n (in

thou

sand

s)

0

100

200

300

1820

400

Year1830 1840 1850 1860

Immigration to the United States increaseddramatically between 1820 and 1860.

1. Identifying Which country provided themost immigrants between 1840 and 1860?

2. Analyzing information From the graph,in which years did immigration surpass100,000?

Northern cities. The men who came from Irelandworked in factories or performed manual labor,such as working on the railroads. The women,who accounted for almost half of the immi-grants, became servants and factory workers.

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 one million German immigrants—many in familygroups—settled in the United States. Manyarrived with enough money to buy farms oropen their own businesses. They prospered in

many parts of the country, founding their owncommunities and self-help organizations. SomeGerman immigrants settled in New York andPennsylvania, but many moved to the Midwestand the western territories.

The Impact of ImmigrationThe immigrants who came to the United

States between 1820 and 1860 changed the character of the country. These people broughttheir languages, customs, religions, and ways of


ImmigrationNewcomers came to America from many

different countries in the mid-1800s, butthe overwhelming majority came from Ireland and Germany.


in a complete sentence that will helpexplain its meaning: trade union,strike, prejudice, discrimination,famine, nativist.

2. Reviewing Facts What was thenation’s largest city in 1860?

Reviewing Themes3. Geography and History How did

German and Irish immigrants differin where they settled?

Critical Thinking4. Making Inferences How do you

think nativists would have defined a“real” American?

5. Determining Cause and EffectRe-create the diagram below and list reasons workers formed laborunions.

Analyzing Visuals6. Graph Skills Study the graphs on

page 394. What country providedabout 1 of 4 immigrants to the U.S.between 1820 and 1840?


Geographic Patterns Study thegraphs on page 394. Create a quizfor your classmates based on thegeographic patterns of immigrationto the U.S. as shown on the graphs.Trade quizzes with a classmate andanswer those questions.

life with them, some of which filtered intoAmerican culture.

Before the early 1800s, the majority of immi-grants to America had been either Protestantsfrom Great Britain or Africans brought forciblyto America as slaves. At the time, the countryhad relatively few Catholics, and most of theselived around 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,founded German-language publications, andestablished musical societies.

Immigrants Face PrejudiceIn 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-

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.

The Know-Nothing PartyThe nativists formed secret anti-Catholic soci-

eties, and in the 1850s they joined to form a newpolitical party: the American Party. Becausemembers of nativist groups often answeredquestions about their organization with thestatement “I know nothing,” their party came tobe known as the Know-Nothing Party.

The Know-Nothings called for stricter citizen-ship laws—extending the immigrants’ waitingperiod for citizenship from 5 to 21 years—andwanted to ban foreign-born citizens from hold-ing office.

In the mid-1850s the Know-Nothing move-ment split into a Northern branch and a Southern branch over the question of slavery. Atthis time the slavery issue was also dividing theNorthern and Southern states of the nation.

Identifying What two nations pro-vided the largest number of immigrants to the United Statesduring this era?

Effect:Workers organizeCause

Cause

Cause

396

Reading a Circle GraphWhy Learn This Skill?

Have you ever watched someonedish out pieces of pie? When the pieis cut evenly, everybody gets thesame size slice. If one slice is cut alittle larger, however, someone elsegets a smaller piece. A circlegraph is like a pie cut in slices.Often, a circle graph is called a pie chart.

Learning the SkillIn a circle graph, the complete

circle represents a whole group—or 100 percent. The circle isdivided into “slices,” or wedge-shaped sections representing partsof the whole.

The size of each slice is deter-mined by the percentage it represents.

To read a circle graph, follow these steps:• Study the labels or key to determine what the

parts or “slices” represent.• Compare the parts of the graph to draw conclu-

sions about the subject.• When two or more circle graphs appear together,

read their titles and labels. Then compare thegraphs for similarities and differences.

Practicing the SkillRead the graphs on this page. Then answer the fol-lowing questions.

1 What do the four graphs represent?

2 What percentage of workers were in agriculturein 1840? In 1870?

3 During what decade did the percentage of work-ers in manufacturing increase the most?

4 What can you conclude from the graphs aboutthe relationship between manufacturing andagricultural workers from 1840 to 1870?

Social StudiesSocial Studies

Agricultural and Nonagricultural Workers, 1840–1870

1840 1850

1860 1870

Agricultural Manufacturing Other

Source: Historical Statistics of the United States.

59%

69%

15%

16%

16%

20%

26%

21%18%

23%53%

64%

Applying the SkillReading a Circle Graph Find a circle graphrelated to the economy in a newspaper or maga-zine. Compare its sections. Then draw a conclusionabout the economy.

Glencoe’s Skillbuilder InteractiveWorkbook CD-ROM, Level 1, providesinstruction and practice in key social studies skills.

397

Main IdeaCotton was vital to the economy ofthe South.

Key Termscotton gin, capital

Reading StrategyComparing As you read the section,re-create the diagram. In the ovals,give reasons why cotton productiongrew while industrial growth wasslower.

Read to Learn• how settlement expanded in the

South.• why the economy of the South

relied on agriculture.

Section ThemeScience and Technology Technol-ogy, a favorable climate, and risingdemand led to the cotton boom in theDeep South.

Southern Cotton Kingdom


1793Eli Whitney inventscotton gin

1800sRemoval of Native Americans spursexpansion of cotton production

1860The South remains largely ruraland dependent on cotton

Cotton was “king” in the South before 1860. “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 appeared to be full.” Cotton was also the main topic of conversation: “I believe that in the three days that I was there . . .I must have heard the word cotton pronounced more than 3,000 times.”

Rise of the Cotton KingdomIn 1790 the South seemed to be an underdeveloped agricultural region with

little prospect for future growth. Most Southerners lived along the Atlantic coastin Maryland, Virginia, and North Carolina in what came to be known as theUpper South.

By 1850 the South had changed. Its population had spread inland to the statesof the Deep South—Georgia, South Carolina, Alabama, Mississippi, Louisiana,and Texas. The economy of the South was thriving. Slavery, which had disap-peared from the North, grew stronger than ever in the South.

Cotton production Industry

Stem of cotton

Preview of Events

Guide to Reading

✦ 1780 ✦ 1800 ✦ 1820 ✦ 1840 ✦ 1860

Cotton Rules the Deep SouthIn colonial times, rice, indigo, and tobacco

made up the South’s main crops. After theAmerican Revolution, demand for these cropsdecreased. European mills, however, wantedSouthern cotton. But cotton took time and laborto produce. After harvest, workers had topainstakingly separate the plant’s sticky seedsfrom the cotton fibers.

Cotton production was revolutionized whenEli Whitney invented the cotton gin in 1793. Thecotton gin was a machine that removed seeds

from 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 important conse-quences. The cotton gin led to the demand formore workers. Because the cotton gin processedcotton fibers so quickly, farmers wanted to growmore cotton. Many Southern planters relied onslave labor to plant and pick the cotton.

1800 1820

1840 1860Source: Historical Statistics of the United States.

7.1%

32%

Cotton production as apercentage of U.S. exports

57.5%51.6%


250 kilometers0Albers Conic Equal-Area projection

250 miles0

N

S

EW

90°W 85°W 80°W25°N

30°N

35°N

Gulf ofMexico

ATLaNTIC

OCEaN

ARK.

LA.

MISS.ALA.

TENNESSEE

GEORGIA

FLA.

S.C.

N.C.

VIRGINIA

KENTUCKY

250 kilometers0Albers Conic Equal-Area projection

250 miles0

N

S

EW

90°W 85°W 80°W25°N

30°N

ATLaNTIC

OCEaN

Gulf ofMexico

ARK.

LA.

MISS. ALA. GEORGIA

S.C.

FLA.

TENN. N.C.

VIRGINIA

KENTUCKY

Area produces up to 45 bales per square mile

Area produces more than45 bales per square mile

Area produces up to45 bales per square mile

Cotton Production, 1820–1860

1820 1860

1. Human-Environment Interaction What statesincluded areas that produced more than 45 bales of cottonper square mile?

2. Human-Environment Interaction Describe thechanges in South Carolina's areas of cotton production from1820 to 1860.


By 1860 the economies of the Deep South andthe Upper South had developed in differentways. Both parts of the South were agricultural,but the Upper South still produced tobacco,hemp, wheat, and vegetables. The Deep Southwas committed to cotton and, in some areas, to rice and sugarcane.

The value of enslaved people increasedbecause of their key role in producing cottonand sugar. The Upper South became a center forthe sale and transport of enslaved peoplethroughout the region.

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

Industry in the SouthThe economy of the South prospered between

1820 and 1860. Unlike the industrial North, however, the South remained overwhelminglyrural, and its economy became increasingly dif-ferent from the Northern economy. The South

accounted for a small percentage of the nation’smanufacturing value by 1860. In fact, the entireSouth had a lower value of manufactured goodsthan the state of Pennsylvania.

Barriers to IndustryWhy was there little industry in the South?

One reason was the boom in cotton sales.Because agriculture was so profitable, Southern-ers remained committed to farming rather thanstarting new businesses.

Another stumbling block was the lack ofcapital—money to invest in businesses—in theSouth. To develop industries required money,but many Southerners had their wealth investedin land and slaves. Planters would have had tosell slaves to raise the money to build factories.Most wealthy Southerners were unwilling to dothis. They believed that an economy based oncotton and slavery would continue to prosper.

In addition the market for manufacturedgoods in the South was smaller than it was in the North. A large portion of the Southern

The Cotton GinIn 1793 Eli Whitney visitedCatherine Greene, a Georgiaplantation owner. She askedhim to build a device thatremoved the seeds from cot-ton pods. Whitney called themachine the cotton gin—”gin” being short for engine.How did the invention ofthe cotton gin affect slavery?

Cotton bolls aredumped into thehopper.

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

1 2

3

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

4

grate

hopper

crank

brushes

A hand crank turns a cylinder with wire teeth.

The teeth pull the cotton past a grate.

1

2

cylinder2

3

4Eli Whitney


in a sentence that will help explain itsmeaning: cotton gin, capital.

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

Reviewing Themes3. Science and Technology Why did

the invention of the cotton ginincrease the demand for enslavedAfricans?

Critical Thinking4. Predicting Consequences If slavery

had been outlawed, how do youthink it would have affected theSouth’s economy?

5. Comparing How did agriculture inthe Upper South differ from agricul-ture in the Deep South? Re-create thediagram below and describe the differences.

Analyzing Visuals6. Geography Skills Look at the maps

and the graphs on page 398. Whatarea of Florida specialized in cotton?Did cotton make up more than 50percent of U.S. exports in 1820?


Informative Writing Research andwrite a report on a machine men-tioned in the chapter—perhaps thesteam locomotive, steamboat, oranother steam-driven machine.Illustrate your report if you wish.Keep the report in your portfolio.

population consisted of enslaved people with nomoney to buy merchandise. So the limited localmarket discouraged industries from developing.

Yet another reason for the lack of industry isthat some Southerners did not want industry toflourish there. One Texas politician summed upthe Southerners’ point of view this way:

“We want no manufactures; we desire notrading, no mechanical or manufacturingclasses. As long as we have our rice, our sugar,our tobacco and our cotton, we can commandwealth to purchase all we want.”

Southern FactoriesWhile most Southerners felt confident about

the future of the cotton economy, some leaderswanted to develop industry in the region. Theyargued that, by remaining committed to cottonproduction, the South was becoming dependenton the North for manufactured goods. TheseSoutherners also argued that factories wouldrevive the economy of the Upper South, whichwas less prosperous than the cotton states.

One Southerner who shared this view wasWilliam Gregg, a merchant from Charleston,South Carolina. After touring New England’stextile mills in 1844, Gregg opened his own tex-tile factory 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 leadingproducers of iron. Years later during the CivilWar, Tredegar provided artillery and other ironproducts 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 TransportationNatural waterways provided the chief means

for transporting goods in the South. Most townswere located on the seacoast or along rivers.There were few canals, and roads were poor.

Like the North, the South also built railroads,but to a lesser extent. Southern rail lines wereshort, local, and did not connect all parts of theregion in a network. As a result Southern citiesgrew more slowly than cities in the North andMidwest, where railways provided the majorroutes of commerce and settlement. By 1860only about one-third of the nation’s rail lines laywithin the South. The railway shortage wouldhave devastating consequences for the Southduring the Civil War.

Explaining What is capital? Why isit important for economic growth?

Agriculture

Upper South Deep South

401

Main IdeaThe South’s population consisted ofwealthy slaveholding planters, smallfarmers, poor whites, and enslavedAfrican Americans.

Key Termsyeoman, tenant farmer, fixed cost,credit, overseer, spiritual, slave code

Reading StrategyOrganizing Information As you readthe section, re-create the diagrambelow and describe the work that wasdone on Southern plantations.

Read to Learn• about the way of life on Southern

plantations.• how enslaved workers maintained

strong family and cultural ties.

Section ThemeCulture and Traditions Most of thepeople in the South worked in agri-culture in the first half of the 1800s.

The South’sPeople


1808Congress outlaws theslave trade

1831Nat Turner leadsrebellion in Virginia

1859Arkansas orders freeblacks to leave

1860Population of Baltimorereaches 212,000

Planters gathered in the bright Savannah sunshine. They were asked to bid on astrong slave who could plow their fields. Fear and grief clouded the enslaved man’sface because he had been forced to leave his wife and children. Later, he wrote this let-ter: “My Dear wife I [write] . . . with much regret to inform you that I am Sold to a man

by the name of Peterson. . . . Give my love to my father and mother and tellthem good Bye for me. And if we Shall not meet in this world, I hope to meet in

heaven. My Dear wife for you and my Children my pen cannot express the[grief] I feel to be parted from you all.”

Small FarmsPopular novels and films often portray the South before 1860 as a land of

stately plantations owned by rich white slaveholders. In reality most whiteSoutherners were either small farmers without slaves or planters with a hand-ful of slaves. Only a few planters could afford the many enslaved Africans and

Preview of Events

Guide to Reading

✦ 1800 ✦ 1820 ✦ 1840 ✦ 1860

Working on a plantation

Plow

the lavish mansions shown in fictional accountsof the Old South. Most white Southerners fit intoone of four categories: yeomen, tenant farmers,the rural poor, or plantation owners.

Small Farmers and the Rural PoorThe farmers who did not have slaves—

yeomen—made up the largest group of whitesin 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, wherethe land 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.

Most Southern whites did not live in elegantmansions or on large plantations. They lived infar simpler homes, though the structure of theirhomes changed over time. In the early 1800smany lived in cottages built of wood and plasterwith thatched roofs. Later many lived in one-story frame houses or log cabins.

Not all Southern whites owned land. Somerented land, or worked as tenant farmers, onlandlords’ estates. Others—the rural poor—livedin crude cabins in wooded areas where they could

clear 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 anyjob that resembled the work of enslaved people.Although looked down on by other whites, therural poor were proud of being self-sufficient.

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

PlantationsA large plantation might cover several thou-

sand acres. Well-to-do plantation owners usuallylived in comfortable but not luxurious farm-houses. They measured their wealth partly bythe number of enslaved people they controlledand partly by such possessions as homes, fur-nishings, and clothing. A small group of planta-tion owners—about 4 percent—held 20 or moreslaves in 1860. The large majority of slaveholdersheld fewer than 10 enslaved workers.

A few free African Americans possessedslaves. The Metoyer family of Louisiana ownedthousands of acres of land and more than 400slaves. Most often, these slaveholders were freeAfrican Americans who purchased their ownfamily members in order to free them.

Wealthy Southerners pose for the camera in frontof an elegant plantation home. What were theduties of the wife of a plantation owner?

History

Atlanta, Georgia, business street, c. 1860

African Americans WhitesEnslaved Slaveholders

Free Not slaveholders

17%32%

49%

WhitesAfrican Americans

2%

Southern Population, 1860

Total Population = 12 million

African Americans WhitesEnslaved Slaveholders

Free Not slaveholders


EconomicsPlantation Owners

The main economic goal for large plantationowners was to earn profits. Such plantationshad fixed costs—regular expenses such as hous-ing and feeding workers and maintaining cottongins and other equipment. Fixed costs remainedabout the same year after year.

Cotton prices, however, varied from season toseason, depending on the market. To receive thebest prices, planters sold their cotton to agentsin cities such as New Orleans, Charleston,Mobile, and Savannah. The cotton exchanges, ortrade centers, in Southern cities were of vitalimportance to those involved in the cotton econ-omy. The agents of the exchanges extendedcredit—a form of loan—to the planters and heldthe cotton for several months until the pricerose. Then the agents sold the cotton. This sys-tem kept the planters always in debt becausethey did not receive payment for their cottonuntil the agents sold it.

Plantation WivesThe wife of a plantation owner generally was

in charge of watching over the enslaved workerswho toiled in her home and tending to themwhen they became ill. Her responsibilities alsoincluded supervising the plantation’s buildingsand the fruit and vegetable gardens. Some wivesserved as accountants, keeping the plantation’sfinancial records.

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 traveledfrequently to look at new land or to deal withagents in New Orleans or Memphis. Theirwives spent long periods alone at the plantation.

Work on the PlantationLarge plantations needed many different

kinds of workers. Some enslaved people workedin the house, cleaning, cooking, doing laundry,sewing, and serving meals. They were calleddomestic slaves. Other African Americans weretrained as blacksmiths, carpenters, shoemakers,

$

or weavers. Still others worked in the pastures,tending the horses, cows, sheep, and pigs. Mostof the enslaved African Americans, however,were field hands. They worked from sunrise tosunset planting, cultivating, and picking cottonand other crops. They were supervised by anoverseer—a plantation manager.

Explaining Why were many slavesneeded on a plantation?

Life Under SlaveryEnslaved African Americans endured hard-

ship and misery. They worked hard, earned nomoney, and had little hope of freedom. One oftheir worst fears was being sold to anotherplanter and separated from their loved ones. Inthe face of these brutal conditions, enslavedAfrican Americans maintained their family lifeas best they could and developed a culture alltheir own. They resisted slavery through a vari-ety of ingenious methods, and they looked tothe day when they would be liberated.

Life in the Slave CabinsEnslaved people had few comforts beyond

the bare necessities. Josiah Henson, an AfricanAmerican who escaped from slavery, describedthe quarters where he had lived.

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


“We lodged in log huts and on the bareground. Wooden floors were an unknown lux-ury. In a single room were huddled, like cattle,ten or a dozen persons, men, women and children. . . .

Our beds were collections of straw and oldrags, thrown down in the corners and boxed inwith boards, a single blanket the only covering. . . .The wind whistled and the rain and snow blewin through the cracks, and the damp earthsoaked in the moisture till the floor was miry[muddy] as a pigsty.”

Family LifeEnslaved people faced constant uncertainty

and danger. American law in the early 1800sdid not protect enslaved families. At any giventime a husband or wife could be sold away, ora slaveholder’s death could lead to the breakupof an enslaved family. Although marriagebetween enslaved people was not recognizedby law, many couples did marry. Their mar-riage ceremonies included the phrase “untildeath or separation do us part”—recognizingthe possibility that a marriage might end withthe sale of one spouse.

Living UnderSlavery

Enslaved workers reached the fieldsbefore the sun came up, and they stayedthere until sundown. Planters wanted tokeep the slaves busy all the time, whichmeant long and grueling days in the fields.Enslaved women as well as men wererequired to do heavy fieldwork. Young children carried buckets of water. By theage of 10, they were considered ready forfieldwork.

When rented to othermasters, enslaved peoplewore identification tags.

Enslaved people had fewpersonal possessions.

Cabins were usually made of small logs,about 10 to 20 feet square. Often, two orthree families shared a cabin.

Heavy iron leg shackles were used topunish workers, especially those whotried to run away.


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

African American CultureEnslaved African Americans endured their

hardships by extending their own culture, fel-lowship, and community. They fused Africanand American elements into a new culture.

The growth of the African American popula-tion came mainly from children born in theUnited States. In 1808 Congress had outlawedthe slave trade. Although slavery remained legalin the South, no new slaves could enter theUnited States. By 1860 almost all the enslavedpeople in the South had been born there.

These native-born African Americans held onto their African customs. They continued to prac-tice African music and dance. They passed tradi-tional African folk stories to their children. Somewrapped colored cloths around their heads inthe African style. Although a large number ofenslaved African Americans accepted Christian-ity, they often followed the religious beliefs andpractices of their African ancestors as well.

African American ChristianityFor 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. The song “Didn’tMy Lord Deliver Daniel,” for example, refers tothe biblical story of Daniel who was saved fromthe lions’ den.

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

Spirituals provided a way for the enslavedAfrican Americans to communicate secretlyamong themselves. Many spirituals combinedChristian faith with laments about earthly suffering.

Slave CodesBetween 1830 and 1860 life under slavery

became even more difficult because the slavecodes—the laws in the Southern states that con-trolled enslaved people—became more severe.In existence since the 1700s, slave codes aimedto prevent the event white Southerners dreadedmost—the slave rebellion. For this reason slavecodes prohibited slaves from assembling inlarge groups and from leaving their master’sproperty without a written pass.

Slave codes also made it a crime to teachenslaved people to read or write. White South-erners feared that a literate slave might leadother African Americans in rebellion. A slavewho did not know how to read and write,whites believed, was less likely to rebel.

Resistance to SlaverySome enslaved African Americans did rebel

openly against their masters. One was NatTurner, a popular religious leader among his fel-low slaves. Turner had taught himself to readand write. In 1831 Turner led a group of follow-ers on a brief, violent rampage in SouthhamptonCounty, Virginia. Before being captured Turnerand his followers killed at least 55 whites. NatTurner was hanged, but his rebellion frightenedwhite Southerners and led them to pass moresevere slave codes.

Armed rebellions were rare, however. AfricanAmericans in the South knew that they wouldonly lose in an armed uprising. For the mostpart enslaved people resisted slavery by work-ing slowly or by pretending to be ill. Occasion-ally resistance took more active forms, such assetting fire to a plantation building or breakingtools. Resistance helped enslaved African Amer-icans endure their lives by striking back at whitemasters—and perhaps establishing boundariesthat white people would respect.

405


Born as a slave inMaryland, Harriet Tub-man worked in plantationfields until she wasnearly 30 years old. Thenshe made her break forfreedom, escaping to theNorth with the help of theUnderground Railroad.

Realizing the risks ofbeing captured, Tubman

courageously made 19trips back into the Southduring the 1850s to helpother enslaved peopleescape. Altogether sheassisted more than 300individuals—includingher parents—to escapefrom slavery.

While she did notestablish the Under-

ground Railroad, she cer-tainly became its mostfamous and successfulconductor. Tubman wasknown as the “Moses of her people.” Despitehuge rewards offered inthe South for her captureand arrest, Tubmanalways managed to elude her enemies.

Most runaways were captured and returned totheir owners. Discipline was severe; the mostcommon punishment was whipping.

Explaining How did the AfricanAmerican spiritual develop?

City Life and EducationAlthough the South was primarily agricul-

tural, it was the site of several large cities by themid-1800s. By 1860 the population of Balti-more had reached 212,000 and the populationof New Orleans had reached 168,000. The tenlargest cities in the South were either seaportsor river ports.

With the coming of the railroad, many othercities began to grow as centers of trade. Amongthe cities located at the crossroads of the rail-ways were Columbia, South Carolina; Chat-tanooga, Tennessee; Montgomery, Alabama;Jackson, Mississippi; and Atlanta, Georgia. Thepopulation of Southern cities included whitecity dwellers, some enslaved workers, andmany of the South’s free African Americans.

Escaping SlaverySome enslaved African Americans tried to

run away to the North. A few succeeded. Har-riet Tubman and Frederick Douglass, twoAfrican American leaders who were born intoslavery, gained their freedom when they fled tothe North.

Yet for most enslaved people, getting to theNorth was almost impossible, especially fromthe Deep South. Most slaves who succeeded inrunning away escaped from the Upper South.The Underground Railroad—a network of“safe houses” owned by free blacks and whiteswho opposed slavery—offered assistance torunaway slaves.

Some slaves ran away to find relatives onnearby plantations or to escape punishment.Rarely did they plan to make a run for theNorth. Moses Grandy, who did escape, spokeabout the problems runaways faced:

“They hide themselves during the day in thewoods and swamps; at night they travel. . . . [I]nthese dangerous journeys they are guided bythe north-star, for they only know that the landof freedom is in the north.”

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 pros-pered in the cities, their lives were far fromsecure. Between 1830 and 1860 Southern statespassed laws that limited the rights of freeAfrican Americans. Most states would not allowthem to migrate from other states. Althoughspared the horrors of slavery, free African Amer-icans were denied an equal share in economicand political life.

EducationPlantation owners and those who could afford

to do so often sent their children to privateschools. One of the best known was the academyoperated by Moses Waddel in Willington, SouthCarolina. Students attended six days a week. TheBible and classical literature were stressed, butthe courses also included mathematics, religion,Greek, Latin, and public speaking.

During this era, no statewide public schoolsystems existed. However, cities such as Charles-ton, Louisville, and Mobile did establish excel-lent public schools.

By the mid-1800s ,education was growing.Hundreds of publ icschools were operatingin North Carolina by1860. Even before that,the Kentucky legislatureset up a funding systemfor public schools. Manystates also had charity schools for studentswhose parents could not afford to pay.

Although the number of schools and teachersin the South grew, the South lagged behind othersections of the country in literacy, the number ofpeople who can read and write. One reason forthis was the geography of the South. Even in themore heavily populated Southern states therewere few people per square mile. Virginia andNorth Carolina had fewer than 15 white inhabi-tants per square mile. In contrast, Massachusettshad 124 inhabitants per square mile.

It was too great a hardship for many South-ern families to send their children great dis-tances to attend school. In addition, manySoutherners believed education was a privatematter, not a state function; therefore, the stateshould not spend money on education.

Describing What Southern city hadsurpassed 200,000 in population by the year 1860?

Checking for Understanding1. Key Terms Use the following terms

to create a newspaper article aboutlife in the South during this period oftime: yeoman, tenant farmer, over-seer, spiritual, slave code.

2. Reviewing Facts List two differencesbetween yeomen and plantationowners.

Reviewing Themes3. Culture and Traditions Why were

extended families vital to AfricanAmerican culture?

Critical Thinking4. Making Generalizations If you

were a plantation owner, what wouldyou tell your son or daughter if he orshe asked why you held slaves?

5. Classifying Information Re-createthe diagram below and in the boxesbriefly explain how the slave codesoperated.

Analyzing Visuals6. Look at the pictures on pages 402

and 404. Write a paragraph explain-ing what you think the pictures portray about life in the South.


Geography Research the economic activity of one of theSouthern states. Draw a map of the state, and use symbols torepresent each resource and showits location in the state.

Slave codes

Control education Control assembly

HISTORY

Student Web ActivityVisit and click on Chapter 13—Student Web Activitiesfor an activity on familylife in the South.


http://www.glencoe.com/qe/qe36tx.php?&st=641&pt=2&bk=19

Reviewing Key TermsOn graph paper, create a word search puzzle using thefollowing terms. Crisscross the terms vertically and hori-zontally, then fill in the remaining squares with extra let-ters. Use the terms’ definitions as clues to find the words inthe puzzle.1. telegraph 4. yeoman2. nativist 5. credit3. overseer

Reviewing Key Facts6. How did the development of the canal and rail net-

work alter the trade route between the Midwest andthe East Coast?

7. How did the the telegraph influence long-distancecommunication?

8. Provide three reasons why cities grew in the early 1800s.9. What was the goal of workers going on strike?

10. In what ways were women in the workforce discrimi-nated against?

11. Why did immigration from Germany increase after 1848?

12. How did the cotton gin affect cotton production?13. Why was there little industry in the South?14. What was the Underground Railroad?15. What was the purpose of the slave codes?

Critical Thinking16. Analyzing Themes: Economic Factors How did

improvements in transportation affect the economy ofthe North?

17. Comparing Discuss one advantage and one disadvan-tage of city life in the North.

18. Comparing Re-create the diagram below and com-pare the use of railroads in the North and Southbefore 1860.

19. Analyzing Information Describe ways in whichenslaved African Americans held on to their Africancustoms.

North and South

Way of Life

• Growth of industrialization.

• Specialization and machin-ery allow for mass production.

• Cotton is leading cashcrop.

• Industry limited due tolack of capital andmarket demand.

• Many people move tocities to find work.

• Cities grow crowded andmany live in unhealthyand unsafe conditions.

• African Americans sufferdiscrimination and havefew rights.

• Plantation owners farmlarge tracts of land; planta-tions are generally self-sufficient.

• Yeomen make up thelargest group of whites.

• Tenant farmers farm smalltracts of land.

• EnslavedAfrican Ameri-cans do mostof the work onplantations.

Economy

North South

Use of railroads

North South

Transportation• Roads, canals, and rail-

roads being built.

• Locomotives improve during this era.

• Natural waterways chiefmeans of transportation.

• Canals and roads are poor.

• Railroads are limited.


Directions: Choose the bestanswer to the following question.

Organizations of workers having the same skills orworking within the same trade are called

A nativists.B trade unions.C yeomen.D congressional committees.

Test-Taking Tip

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

Economics Activity27. Although railroads helped the economy, why might

investors in turnpikes and canals view them as a threat?

Technology Activity28. Research and Writing Use your text, encyclopedias, and

other library resources for information about the lives ofenslaved and free African Americans during this era.Write a report at least two pages in length in which youidentify various political, economic, and social factors thataffected their lives. Compare the effects these factors hadon their lives.

Alternative Assessment29. Portfolio Writing Activity Write a conversation between

a Southerner and Northerner who meet on a train in themid-1800s. Have them talk about the differences betweentheir lives. Use the notes from your journal in the script.

Self-Check QuizVisit and click on Chapter 13—Self-Check Quizzes to prepare for the chapter test.


HISTORY

Practicing SkillsReading a Circle Graph Study the circle graphs below; thenanswer these questions.

20. What does the information in the two graphs represent?21. In what part of the country did African Americans make

up more than one-third of the population?22. Can you use the graphs to draw a conclusion about the

total population of each region? Why or why not?

Geography and History ActivityStudy the map on page 388 and answer the questions thatfollow.23. Movement In which direction would a train travel from

Chattanooga, Tennessee, to Lynchburg, Virginia?24. Location What was the easternmost city on the New

York Central line?25. Movement What cities would a train passenger pass

through taking the most direct Memphis-to-Baltimoreroute?

Citizenship Cooperative Activity26. Community Issues Working with two other students,

contact the office of your local government to find outwhat is being done to solve local problems and how vol-unteers can help. Find out when the town board or citycouncil meets. After you obtain the information, interviewpeople in the neighborhood to find out what they thinkabout various problems the community faces. Tell themabout the town board or city council meetings, andencourage them to attend or to become involved in com-munity activities. Compare your findings about commu-nity issues with the other groups.

Populations of the North and South in 1860

Source: Historical Statistics of the United States.

98% white 66% white

2% African American 34% African American

North South

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north and south - eagle mountain-saginaw independent ......samuel morse,an american inventor, had...

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