TAR1 Chapter 13d

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The American Republic To 1877

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Chapter Introduction
Section 1
The Norths Economy
Section 2
The Norths People
Section 3
Southern Cotton Kingdom
Section 4
The Souths People
Chapter Summary
Chapter Assessment
Click on a hyperlink to view the corresponding slides.
Click the Speaker button

to replay the audio.
Chapter Objectives
Section 1: The Norths Economy
Understand how advances in technology shaped
the economy of the North.
Explain how new kinds of transportation and
communication spurred economic growth.
Click the mouse button or press the

Space Bar to display the information.
Chapter Objectives
Section 2: The Norths People
Summarize how working conditions in industries
changed.
Compare and contrast how immigration affected
American economic, political,
and cultural life.

Chapter Objectives
Section 3: Southern Cotton Kingdom
Explore how settlement expanded in the South.
Determine why the economy of the South relied on
agriculture.

Chapter Objectives
Section 4: The Souths People
Describe what life was like on Southern
plantations.
Understand how enslaved workers maintained strong
family and cultural ties.

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

Differences still exist between the regions of the
nation but are no longer as sharp. Mass
communication and the migration of people
from one region to another have lessened the
differences.
Guide to Reading
Main Idea
During the 1800s, advances in technology and
transportation shaped the Norths economy.
Key Terms
clipper ship
telegraph
Morse code

Guide to Reading (cont.)

Reading Strategy
Organizing Information As you read the section, recreate the diagram on page 386 of your textbook and
list examples of advances in 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 Theme
Economic Factors Advances in technology and
transportation shaped the Norths economy.
Samuel Morses
telegraph key

Technology and Industry

Industrialization changed the way Americans
worked, traveled, and communicated.
In the North, manufacturers made products by
dividing tasks among workers.
They built factories to bring specialized
workers together.
Products could be made more quickly.
The factory workers used machinery to
do some of the work faster and more
efficiently.
(pages 386389)
Technology and Industry (cont.)

Mass production of cotton textiles began
in New England after Elias Howe invented the
sewing machine in 1846.
By 1860 factories in the Northeast produced at
least two-thirds of the countrys manufactured
goods.
(pages 386389)

Advances in transportation sparked the success
of many new industries.
- Robert Fultons steamboat, developed in 1807,
enabled goods and passengers to move along the
inland waterways more cheaply and quickly.
- Thousands of miles of roads and canals were built
between 1800 and 1850, connecting many lakes
and rivers.
- Canal builders widened and deepened the canals in
the 1840s so steamboats could pass through.
- Steamboats created the growth of cities such
as Chicago, Cincinnati, and Buffalo.
(pages 386389)

- Clipper, or sailing, ships were built in the 1840s to
go faster, almost as fast as steamships. They could
travel an average
of 300 miles per day.
- Railroad growth in the 1840s and 1850s connected
places that were far apart.
- Early railroads connected mines with nearby rivers.
- Horses, not locomotives, powered the early

railroads.
The first steam-powered passenger locomotive, the
Rocket, began operating in Britain in 1829.
Peter Cooper designed and built the first American
steam locomotive, Tom Thumb, in 1830.
(pages 386389)


- A railway network in 1860 of nearly 31,000 miles
of track linked cities in the North and Midwest.
- Railway builders tied the eastern lines to lines
built farther west so that by 1860, a network
united the East and the Midwest.
- Railways transformed trade and settlement in the
nations interior.
- With the Erie Canal and railway network
between the East and West, grain, livestock, and
dairy products moved directly from the Midwest
to the East.
(pages 386389)

- Prices were lower because goods traveled faster
and more cheaply.
- People settled into Ohio, Indiana, and Illinois, and as
the population of the states grew, new towns and
industry developed in the Midwest.
(pages 386389)

People needed to communicate faster
to keep up with the industrial growth and faster
travel methods.
Samuel Morse developed the telegraph in
1844.
It used electric signals to send messages
along wires.
To transmit messages, Morse developed the
Morse code, using a series of dots and dashes
to represent the letters of the alphabet.
(pages 386389)

By 1852 the United States was operating about
23,000 miles of telegraph lines.
(pages 386389)
How did railroads transform trade and

settlement in the country?
Railroads enabled goods and people to move
from place to place faster and cheaper.
Railroads connected the East to the Midwest,
so people settled in places in the Midwest
and industry developed there, too.
(pages 386389)
Space Bar to display the answer.
Agriculture
Farmers were able to sell their products
in new markets as a result of the railroads and
canals.
New inventions changed farming methods and
also encouraged settlers to develop larger
areas in the West thought to be too difficult to
farm.
- John Deere invented the steel-tipped plow in
1837.
- Its steel-tipped blade cut through hard soil more
easily than previous plows, which used wood
blades.
(page 390)
Agriculture (cont.)
- The mechanical reaper sped up harvesting wheat.
- Cyrus McCormick designed and constructed it
and made a fortune manufacturing and selling it.
- The mechanical reaper harvested grain much

faster than a hand-operated sickle.
- Farmers began planting more wheat because they
could harvest it faster.
- Growing wheat became profitable.
- The thresher separated the grain from the stalk.
(page 390)
Agriculture (cont.)
Midwestern farmers grew large quantities of
wheat and shipped it east.
Farmers in the Northeast and Middle Atlantic
states increased production of fruits and
vegetables because they grew well in Eastern
soil.
(page 390)
Agriculture (cont.)
Agriculture was not a mainstay of the North.
Farming the rocky soil was difficult.
Instead, the North continued to grow
industrially.
More and more people worked in factories,
and the problems connected with factory labor
also grew.
(page 390)
Agriculture (cont.)
How did improvements in agriculture help

farmers?
The steel-tipped plow made cutting through soil
easier. The mechanical reaper sped up harvesting
wheat. More wheat was planted because it could
be harvested faster, making it more profitable.
The thresher sped up the harvesting process.
Railroads also helped farmers by moving their
goods faster, farther, and cheaper.
(page 390)
Checking for Understanding

Define Match the terms on the right with their definitions on the
left.
__
B 1. a device or system that uses
electric signals to transmit
messages by a code over wires
__
A 2. a fast sailing ship with slender
lines, tall masts,
and large square sails
__
C 3. a system for transmitting
messages that uses a series of
dots and dashes to represent the
letters of the alphabet, numbers,
and punctuation

Space Bar to display the answers.
A. clipper ship
B. telegraph
C. Morse code

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

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

Reviewing Themes
Economic Factors How did improvements in
transportation affect the price of goods?
Transportation improvements reduced prices

because goods traveled faster and more cheaply.

Critical Thinking
Determining Cause and Effect How did the
steel-tipped plow aid settlers on the Great
Plains?
Wooden plows could not break through the tough

sod. When the steel plow was invented, it solved
the problem. The sturdy plow easily cut through
hard-packed sod.

Analyzing Visuals
Geography Skills Study the map on page 388
of your textbook, then answer this question:
Through what two cities in Mississippi did
major rail lines pass?
Major rail lines passed through Jackson and
Vicksburg.

Math Research the number of acres of wheat

harvested in the United States before and after
McCormick introduced his reaper. Then create
a chart or graph to illustrate your findings.
Guide to Reading
Main Idea
Many cities grew tremendously during this period.
Key Terms
trade union
strike
prejudice
discrimination
famine
nativist


Reading Strategy
Determining Cause and Effect As you read the
section, re-create the diagram on page 391 of your
textbook and list two reasons for the growth of cities.
Read to Learn
how working conditions in industries changed.
how immigration affected American economic,
political, and cultural life.


Section Theme
Geography and History Growth of industry and an
increase in immigration changed the North.
12-year-old
factory worker

Northern Factories
Factories produced items such as shoes,
watches, guns, sewing machines, and
agricultural machinery in addition to textiles
and clothing.
Working conditions worsened as factories
grew.
Employees worked an average 11.4-hour days,
often under dangerous and unpleasant
conditions.
No laws existed to regulate working
conditions or to protect workers.
(pages 391393)
Northern Factories (cont.)

By the 1830s workers began to organize
to improve working conditions.
Trade unions, or organizations of workers
with the same trade or skill, developed.
Unskilled workers also organized due
to poor working conditions.
(pages 391393)

Skilled workers in New York City went
on strike or refused to work in the mid1830s.
They hoped for higher wages and a 10-hour
day.
They formed the General Trades Union
of New York.
(pages 391393)

Striking was illegal and workers could be
punished by law or fired from their jobs.
A Massachusetts court ruled in favor of
workers right to strike in 1842, but this was
just the beginning of workers receiving legal
rights.
(pages 391393)

Although the North did not have slavery in the
1830s, it did have racial prejudice and
discrimination.
In 1820, although New York stopped requiring
white men to own property in order to vote,
few African Americans could vote.
In fact, Rhode Island and Pennsylvania passed
laws prohibiting free African Americans from
voting.
(pages 391393)

- Free African Americans were not allowed to attend
public schools and were barred from public
facilities.
- They were forced into segregated schools
and hospitals in most communities.
- A few African Americans were successful
in business.
- Most, though, were extremely poor.
(pages 391393)

Women were discriminated against in the mills
and factories even though they played a major
role in the development of industry.
They worked for less pay, were excluded from
unions, and were kept out of the workplace to
make more jobs for men.
- The Lowell Female Labor Reform Organization
in Massachusetts petitioned the state legislature
for a 10-hour workday
in 1845.
- The legislature did not even consider the petition
(pages 391393)
signed only by women.

- Most early efforts in the workplace failed
but did set the stage for later womens movements.
(pages 391393)
Why do you think working conditions

deteriorated in the Northern factories?
Possible answers: Factory owners did not care
about the people who worked for them. They
wanted people to do the required jobs and turn
out as much product as possible so that they
could turn a profit. The owners were not
interested in providing a good working
environment with good pay and a reasonably
shortened day.
(pages 391393)
The Rise of Cities

People moved to the cities to fill the factory
jobs.
In 1860 the population of New York City, the
nations largest city, passed 800,000.
Philadelphia had more than 500,000 people.
City life was often difficult and dangerous due
to overcrowding, run-down buildings, and the
threat of disease and fire.
(pages 393395)
The Rise of Cities (cont.)

Immigration to the United States greatly
increased between 1840 and 1860.
Many of these people were willing to work
for low pay and long hours.
- The largest group came from Ireland, more than
1.5 million, settling mainly in the Northeast.
- A potato famine, or an extreme shortage, caused
by a potato disease destroyed Irelands crops,
and starvation followed.
- Potatoes were the staple food of the Irish diet.
(pages 393395)

- The men from Ireland worked in factories or did
manual labor such as working on the railroads and
digging ditches.
- Women became servants and factory workers.
- The second-largest group of immigrants came from
Germany. They settled in New York, Pennsylvania,
the Midwest, and the western territories.
- Some came for new opportunity, and others came as
a result of the failure of the democratic revolution in
1848.
- More than one million came, many in family groups.
Many had money, so they prospered, founding their
own communities and organizations and buying
farms or setting up businesses.
(pages 393395)

Immigration changed the character of the
country.
People brought their language, customs,
religion, and ways of life.
Most of the Irish immigrants and about onehalf of German immigrants were Roman
Catholics.
They settled in northeastern cities.
The church gave them a source of spiritual
guidance and also provided
a center for community life.
(pages 393395)

The immigrants faced prejudice.
Anti-immigrant feelings arose.
People opposed to immigration, called
nativists, felt that immigration threatened the
future of native born citizens.
Some nativists thought that immigrants took
jobs away from real Americans.
Others thought they brought crime and
disease.
(pages 393395)

The American Party was a group of nativists
who joined together to form
a new political party in the 1850s.
They formed secret anti-Catholic societies.
The party became known as the KnowNothing Party, because they answered
questions by saying, I know nothing.
(pages 393395)

The Know-Nothing Party wanted stricter
citizenship laws and wanted to ban foreignborn citizens from holding office.
In the mid-1850s, the movement split over
slavery.
A Northern branch and a Southern branch
formed.
Slavery also divided the Northern and
Southern states.
(pages 393395)
Despite the problems of city life, the

population of cities grew. Why do you think
cities still attracted so many people?
(pages 393395)
Possible answers: Cities offered many types of

jobs and housing. Immigrants were attracted to
cities because of work and perhaps new
opportunities. The pay and working conditions
may not have been the best for immigrants and
other city dwellers, but they could count on a
steady job and income. Although an antiimmigrant feeling grew, the immigrants had one
another and some sense of security, something
they may not have had in their homelands.
(pages 393395)

left.
__
C 1. an unfair opinion not based on
facts
__
B 2. a stopping of work by workers
to force an employer to meet
demands
__
E 3. an extreme shortage of food
A 4. organization of workers with
__
the same trade or skill
D 5. unfair treatment of a group;
__
unequal treatment because of a
persons race, religion, ethnic
background, or place of birth
A. trade union
B. strike
C. prejudice
D. discrimination
E. famine

Reviewing Facts What was the nations largest
city in 1860?
The nations largest city in 1860 was New York

City.

Reviewing Themes
Geography and History How did German and
Irish immigrants differ in where they settled?
Irish settled mostly in cities in the Northeast.

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

Critical Thinking
Making Inferences How do you think
nativists would have defined a real
American?
Possible answer: Nativists might have defined a

real American as a Protestant born in the
United States.

Analyzing Visuals
Graph Skills Study the graphs on page 394 of
your textbook. What country provided about 1
out of every 4 immigrants to the United States
between 1820 and 1840?
One out of every four immigrants to the U.S.
between 1820 and 1840 was from Germany.

Geographic Patterns Study the graphs on

page 394. Create a quiz for your classmates based on
the geographic patterns of immigration to the U.S. as
shown on the graphs. Trade quizzes with
a classmate and answer those questions.
Guide to Reading
Main Idea
Cotton was vital to the economy of the South.
Key Terms
cotton gin
capital


Reading Strategy
Comparing As you read the section, re-create the
diagram on page 397 of your textbook. In the ovals,
give reasons why cotton production grew while
industrial growth was slower.
Read to Learn
how settlement expanded in the South.
why the economy of the South relied on agriculture.


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

Rise of the Cotton Kingdom

The economy of the South thrived by 1850
because of cotton.
It became the leading cash crop.
Tobacco and rice had been profitable in
colonial times, but tobacco depended on
foreign markets and the price fluctuated.
Rice could not be grown in the dry inland
areas.
In the Deep SouthGeorgia, South Carolina,
Alabama, Louisiana, Mississippi, and Texas
cotton helped the economy prosper, and
slavery grew stronger.
(pages 397399)
Rise of the Cotton Kingdom (cont.)

Eli Whitneys cotton gin revolutionized cotton
production.
The machine removed seeds from cotton fibers.
A worker could clean only 1 pound of

cotton a day by hand, but with the machine, a
worker could clean 50 pounds.
The cotton gin led to the need for more workers.
Southern planters relied on enslaved laborers to

plant and pick the cotton.
(pages 397399)


The British textile industry created a huge
demand for cotton and kept the price high.
The Deep South was committed to cotton,
with some areas also growing rice and
sugarcane.
The Upper SouthMaryland, Virginia, and
North Carolinawas also agricultural and
produced tobacco, hemp, wheat, and
vegetables.
(pages 397399)

The value of enslaved people increased due to
the reliance on them for producing cotton and
sugar.
The Upper South became a center for the sale
and transport of enslaved people in the region.
(pages 397399)
Why did the economies of the Upper South and

the Deep South develop differently?
Although both were agricultural, the Deep South
produced mainly cotton and sugar. Its economy
was dependent on enslaved people to plant,
harvest, and pick the cotton. The Upper South
produced a variety of products that did not
require the huge number of people that producing
cotton did. So the economy was different.
(pages 397399)
Industry in the South

The South remained rural and agricultural.
The entire South produced fewer
manufactured goods than the state
of Pennsylvania in the 1860s.
(pages 399400)
Industry in the South (cont.)

Several barriers to industry developed in the
South:
- Because cotton was so profitable, farming was
important, not new business.
- Because capital, or money to invest in business,
was lacking, new industry did
not develop.
- People saw no reason to sell their land or
enslaved workers to raise money for industry,
and they believed their economy would continue
to prosper.
(pages 399400)

- Because the market for manufactured goods
in the South was smaller than in the North, this also
discouraged industrial development.
- Some Southerners did not want industry.
(pages 399400)

Some Southern leaders wanted to develop
industry so that the South would not be
dependent on the North for manufactured
goods.
They also wanted the South to develop its
economy.
These leaders were the exception, though, not
the rule.
- William Gregg opened a textile factory in
South Carolina in 1844.
- In Richmond, Virginia, Joseph Reid Anderson
took over the Tredegar Iron Works in the 1840s
and made it a leading producer of iron in the
(pages 399400)
nation.Click the mouse button or press the

Goods were transported via natural waterways.
Most towns were along rivers or on the coast.
Roads were poor and there were few canals.

Railroad lines were mostly local and did not
connect parts of a region.
By 1860 only about one-third of the rail lines
were in the South.
(pages 399400)
Was it a good thing for the Southern economy to be

dependent on cotton without much industry? Why or
why not?
Possible answers: Because enslaved people helped to
create the booming economy, the South needed to
maintain slavery. No one could foresee that problems
would later arise. No one could imagine that the lack
of industry, railroad lines, good roads, and
transportation would later hurt the South. At the time,
the South did not need or want industry because its
economy was booming.
(pages 399400)

left.
__
A 1. a machine that removed seeds
from cotton fiber
__
B 2. money for investment

A. cotton gin
B. capital

Reviewing Facts How did the lack of capital
affect industrial growth?
Lack of capital limited growth. Southern

farmers had their capital invested in land and
enslaved workers, leaving little for industrial
investment.

Reviewing Themes
Science and Technology Why did the invention
of the cotton gin increase the demand for
enslaved Africans?
Because farmers could process their cotton

more quickly, they wanted to grow more. As
a result, they needed more enslaved Africans
to plant and harvest the crop.

Critical Thinking
Predicting Consequences If slavery had been
outlawed, how do you think it would have
affected the Souths economy?
Paid workers would increase the price of cotton,

or lower profits. More Southerners might have
turned to developing businesses and industries.

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

Informative Writing Research and write a report on a

machine mentioned in the chapterperhaps the steam
locomotive, steamboat, or another steam-driven
machine. Illustrate your report if you wish. Keep the
report in your portfolio.
Guide to Reading
Main Idea
The Souths population consisted of wealthy
slaveholding planters, small farmers, poor whites,
and enslaved African Americans.
Key Terms
yeoman
tenant farmer
fixed cost
credit
overseer
spiritual
slave code


Reading Strategy
Organizing Information As you read the section, recreate the diagram on page 401 of your textbook and
describe the work that was done on Southern plantations.
Read to Learn
about the way of life on Southern plantations.
how enslaved workers maintained strong family and
cultural ties.


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

Small Farms
Most Southerners were small farmers without
enslaved people or were planters with a few
enslaved laborers.
Only a very few planters could afford the large
plantations and numerous enslaved people to
work them.
Southerners were of four types: yeomen,
tenant farmers, rural poor, and plantation
owners.
(pages 401402)
Small Farms (cont.)

Yeomen were farmers without enslaved people.
They made up the largest group of whites in

the South.
Most owned land and lived in the Upper South
and hilly rural areas of the Deep South.
Their farms were from 50 to 200 acres.
They grew crops for themselves and to sell or
trade.
(pages 401402)
Small Farms (cont.)

Tenant farmers rented land, or worked on
landlords estates.
The rural poor lived in crude cabins in wooded
areas, planted corn, and fished and hunted for
food.
They were self-sufficient and refused any
work that resembled enslaved labor.
(pages 401402)
Small Farms (cont.)
Living in the South around 1860, do you think

it would be best to be a yeoman, tenant farmer,
or rural poor? Why?
(pages 401402)
Plantations
Plantation owners wanted to earn profits, and
they did this by selling cotton.
Plantations had fixed costs, such as feeding
and housing workers and maintaining
equipment.
These did not vary greatly.
However, owners could not know how much
their cotton would bring in because prices
varied from season to season and market to
market.
(pages 402403)
Plantations (cont.)
Planters sold their cotton to agents from cotton
exchanges in large cities such as Charleston,
New Orleans, Mobile, and Savannah.
The agents held the cotton until the price rose
and then sold it.
Planters did not get any money until the agents
sold the cotton, so they were always in debt.
The agents did extend credit, or a loan, to the
planters for the time that they held the cotton.
(pages 402403)
Plantations (cont.)
Most plantations wealth was measured by
possessions, including enslaved people.
Only about 4 percent of the Souths farms
and plantations held 20 or more enslaved
people by 1860.
A large majority of the planters held fewer
than 10 enslaved workers.
(pages 402403)
Plantations (cont.)
Plantation wives were responsible for the
enslaved people and supervising the plantation
buildings and other gardens.
They also kept the financial records.
Life was lonely, especially when planters
traveled to make new deals with agents.
(pages 402403)
Plantations (cont.)
Plantation work involved many chores.
Some enslaved African Americans worked in
the house, cleaning, cooking, sewing, and
doing laundry.
Other enslaved African Americans were
skilled workers, trained as carpenters,
blacksmiths, shoemakers, or weavers.
Some worked in the pastures, but most were
field hands, supervised by an overseer,
working from sunrise to sunset.
(pages 402403)
Plantations (cont.)
Why did plantation owners sell their cotton to

agents?
(pages 402403)
Plantations (cont.)
In order to sell the cotton, the plantation owner

needed someone to buy it. The agents bought the
cotton with the promise of a return, but the planters
would have to wait for their money. Rather than
trying to find buyers on their own and being unsure
of whether or not another buyer would give them a
better price, the planters sold their cotton to the
agents. At least they knew the agents would sell the
cotton and the planters would get money. Agents did
give the planters credit, although this put the planters
into debt.
(pages 402403)
Life Under Slavery

Life was full of hardships and misery.
Enslaved African Americans worked long
hours, earned no money, and had little hope of
freedom.
Many were separated from their families when
sold to different plantation owners.
- They had the bare necessities in their slave
cabins.
- Each cabin was shared by dozens of people
living together in a single room.
(pages 403406)
Life Under Slavery (cont.)

- Family life was uncertain.
- Law did not recognize marriages, but many
enslaved African Americans did marry.
- Families were separated when wives or children
were sold.
- The extended family provided some stability and
was an important aspect of the culture.
(pages 403406)

Although enduring many difficulties, they kept
their African culture alive and mixed
it with American ways.
Even though slavery was legal in the South,
the slave trade was outlawed in 1808.
As no new enslaved Africans entered the
United States, almost all the enslaved people
by 1860 were born here.
(pages 403406)

Many enslaved people accepted Christianity,
and it became a religion
of hope for them.
The spiritual, or African American religious
folk song, provided a way to secretly
communicate with one another.
(pages 403406)

Slave codes made life more difficult.
These were laws that controlled the
enslaved people, such as prohibiting them
from gathering in large groups, leaving
their masters property without a pass, and
making it a crime to teach them how to
read or write.
(pages 403406)

Resistance to slavery took the form of working
slowly, pretending to be sick, or sometimes
setting fire or breaking tools.
Armed rebellions were rare.
Nat Turner, who taught himself to read
and write, led a group on a short violent
rampage in Southampton County, Virginia, in
1831.
They killed at least 55 whites before being
captured. Turner was hanged.
More severe slave codes were passed
as a result.
(pages 403406)

Some enslaved people escaped slavery.
Most who were successful escaped via the
Underground Railroad, which was a
network of safe places to stop along the long
journey to the North in safe houses owned
by whites and free African Americans.
Most runaways were captured and punished.
(pages 403406)

Harriet Tubman and Frederick Douglass, both
born into slavery, fled north.
They became African American heroes for
their efforts to help free more enslaved
people.
(pages 403406)
What helped the enslaved people endure their

lack of freedom?
Their belief in Christianity, their cultural
ways, and their hope, perhaps, to escape to
freedom helped enslaved people. Some also
hoped to reunite with their families, and some
hoped to be lucky enough to be taught a skill
or work in the main house.
(pages 403406)
Life in the Cities

By 1860 several large cities existed, such as
Baltimore and New Orleans.
Others were on the rise such as Charleston,
Richmond, and Memphis.
Baltimores population was 212,000.
New Orleans had 168,000 people.
Population included whites, some enslaved
people, and free African Americans.
(pages 406407)
Life in the Cities (cont.)

Free African Americans became barbers,
carpenters, and traders.
They founded churches and institutions.
In New Orleans they formed an opera
company.
Not all prospered though, and many were not
given an equal share in economic and political
life.
(pages 406407)

Between 1830 and 1860, Southern states
passed laws that limited the rights of free
African Americans.
Most states would not allow them to migrate
from other states.
In 1859 in Arkansas, they were ordered
to leave the state.
(pages 406407)
Why would states have passed laws

that limited the rights of free African
Americans in the 1850s?
Possible answer: Although they were free, the
legislatures did not treat them
as equals with whites under the law.
(pages 406407)

left.
__
A 1. Southern owner of a small farm
who did not have enslaved
people
__
E 2. the laws passed in the Southern
states that controlled and
restricted enslaved people
__
B 3. farmer who works land owned
by another and pays rent either
in cash or crops
D 4. an African American religious
__
folk song
C 5. person who supervises a large
__
operation or its workers
A. yeoman
B. tenant farmer
C. overseer
D. spiritual
E. slave codes

Reviewing Facts List two differences between
yeomen and plantation owners.
Yeomen did not have enslaved labor and had

small farms. Plantation owners held enslaved
workers, had larger farms, and were wealthier.

Reviewing Themes
Culture and Traditions Why were extended
families vital to African American culture?
They provided stability. If a parent was sold, the

extended family raised the children.

Critical Thinking
Making Generalizations If you were a
plantation owner, what would you tell your
son or daughter if he or she asked why you
held slaves?
Possible answer: Slaveholding was acceptable in
the South and helped
to support the family.

Analyzing Visuals
Look at the pictures on pages 402 and 404
of your textbook. Write a paragraph
explaining what you think the pictures
portray about life in the South.
Possible answer: Some Southerners lived in
luxury, while enslaved people had a difficult life.
Geography Research the economic activity of one of

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

left.
__
D 1. Southern owner of a small
farm who did not have
enslaved people
__
B 2. a person who favors those
born in his country and is
opposed to immigrants
A. Morse code
B. nativist
C. overseer
D. yeoman
E. credit
A 3. a system for transmitting messages that uses a series of
__
dots and dashes to represent the letters of the alphabet,
numbers, and punctuation
E 4. a form of loan; ability to buy goods based on future
__
payment
C 5. person who supervises a large operation or its workers
__
Reviewing Key Facts

How did the telegraph influence long-distance
communication?
Communication was made faster.

Reviewing Key Facts

In what ways were women in the workforce
discriminated against?
They were paid less than male workers, and

unions excluded them.

Reviewing Key Facts

How did the cotton gin affect cotton production?
The cotton gin increased production.

Reviewing Key Facts

What was the Underground Railroad?
The Underground Railroad was a network of

forested routes and safe homes along a
northern route leading to freedom for
enslaved African Americans.

Reviewing Key Facts

What was the purpose of the slave codes?
The purpose was to prevent slave rebellions and

to control slaves.

Critical Thinking
Analyzing Themes: Economic Factors How did
improvements in transportation affect the
economy of the North?
Goods could be transported more quickly and

cheaply, which meant higher profits.

Critical Thinking
Comparing Discuss one advantage and one
disadvantage of city life in the North.
An advantage was the availability of jobs and

social activities. Disadvantages were that cities
were overcrowded, expensive, had run-down
housing, and a greater threat of disease and fire.

Geography and History Activity

Study the map below and answer the questions on the following
slides.

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

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


Movement What
cities would a train
passenger pass
through taking the
most direct
Memphis-toBaltimore route?
A train would pass
through Chattanooga,
Lynchburg, and
Washington, D.C.
Standardized Test Practice

Directions: Choose the best answer to the following question.
Organizations of workers having the same skills or working within
the same trade are called
A
nativists.
trade unions.
yeomen.
congressional committees.
Test-Taking Tip Use the process of elimination to answer this

question: Which answers can you rule out as definitely wrong?

Who wrote The New American Practical

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

Practical Navigator.

Explore online information about the topics introduced

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

inventiveness, influenced many new musical forms that
developed outside of Africa. Among these are jazz,
blues, bebop, soul, mambo, and reggae.
Jazz drumming in particular is based on the drumming
style typical of south Guineas on the coast of Africa.
The women who worked in New Englands textile mills

were the first American women to work in factories.
Today women make up 46 percent of the total labor force.
Inequality still exists, however. On average, women earn
approximately 75 cents for every dollar men earn.
Preventing Ethnic Identity

African American Spirituals
Click on a hyperlink to view the corresponding slide.
In North America whites attempted to wipe out African

culture. Slaveholders deliberately mixed Africans of
different ethnic groups. By mixing Africans who had
different languages and customs, the slaveholders hoped
to prevent a sense of ethnic identity from fostering a
unified rebellion.
African American spirituals, still popular today,

influenced other forms of music. For example,
the sorrowful songs that were related to spirituals, such
as Nobody Knows the Trouble Ive Seen, developed
into blues music. The more joyous spirituals, such as
Roll, Jordan, Roll, influenced gospel music.
Air Brakes Air brakes to stop locomotives were not

invented until the 1860s. Before George Westinghouse
invented them, brakemen had to stop railcars by hand.
Standing on the roof of a car, the brakeman slowed or
stopped the train by turning a cast-iron wheel connected
to a shaft that ran down to the brakes. Many brakemen
lost their lives falling from the top of railcars as they
wrestled with the wheel while the train sped around
dangerous curves.
City Life Despite the problems, urban life had much to

offer. Perhaps the biggest attraction was the prospect of
finding work. To many people from rural America and
Europe, even a low-paying factory job seemed like an
opportunity to move ahead. Cities were also exciting
places where a newcomer could meet different kinds of
people and be part of the urban hustle and bustle.
Nineteenth Century In the early 1850s, Indiana, Iowa,

and Illinois bordered slave states. All three had laws that
banned African Americans, whether free or enslaved,
from entering their states.
The Cotton Gin

In 1793 Eli Whitney visited
Catherine Greene, a Georgia
plantation owner. She asked
him to build a device that
removed the seeds from
cotton pods. Whitney called
the machine the cotton
gingin being short for
engine.
This feature can be found on page 399 of your textbook.
The Cotton Gin

1
hopper
Cotton balls are dumped into

the hopper.
grate
brushes
This feature can be found on page 399 of your textbook. Click the
mouse button or press the Space Bar to display the information.
cylinder
cylinder
crank
The Cotton Gin

2
A hand crank turns

a cylinder with wire
teeth. The teeth pull
the cotton past a
grate.
hopper
grate
brushes
cylinder
crank
The Cotton Gin

3
hopper
Slots in the grate allow the

cotton but not its seeds to pass
through.
grate
brushes
cylinder
crank
The Cotton Gin

4
A second cylinder with

brushes pulls the cotton
off the toothed
cylinder and sends
it out of the gin.
hopper
grate
brushes
cylinder
crank
Reading a Circle Graph

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

Click the Speaker button to replay the audio.

Learning the Skill
In a circle graph, the complete circle represents a whole groupor
100 percent. The circle is divided into slices,
or wedge-shaped sections representing parts of the whole.
The size of each slice is determined 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 conclusions about the
subject.

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

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

1. What do the four graphs represent?
The graphs represent agricultural and nonagricultural
workers in 1840, 1850, 1860, and 1870.
2. What percentage of workers were in agriculture in 1840? In
1870?
Sixty-nine percent of workers were in agriculture in 1840
and 53 percent in 1870.
mouse button or press the Space Bar to display the answers.

3. During what decade did the percentage of workers in
manufacturing increase the most?
Workers in manufacturing increased the most between 1860
and 1870.
mouse button or press the Space Bar to display the answer.

4. What can you conclude from the graphs about the relationship
between manufacturing and agricultural workers from 1840 to
1870?
The number of manufacturing workers increased and the
number of agricultural workers decreased. Agricultural
workers made up a larger, though decreasing, percentage
of workers than nonagricultural workers.
mouse button or press the Space Bar to display the answer.
Young People
of the South
Objectives
After viewing Young People of the South, you should:
Understand the hard work involved in both agriculture and

industry during the 1830s.
See the differences between life
in the South and life in the North.
Appreciate working conditions
and freedoms available today.
Click the mouse button or press the Space Bar to display the information. Click in the window
above to view a preview of The American Republic to 1877 video.
Young People
of the South
Discussion Question
How is Edwards life on the rice plantation in
South Carolina similar to Lucys life in the
Massachusetts mill?
Both Edward and Lucy work very long hours
every day, and both have dangers and
inconveniences to deal with on the job.

Young People
of the South
Discussion Question
Why is Lucy bitter about being sent to work in
the mill?
Lucy loves to study and does not think it is fair

that she has to work so that her brother can go
to college.





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The American Republic To 1877

The Norths Economy

The Norths People

Southern Cotton Kingdom

The Souths People

Click on a hyperlink to view the corresponding slides.

Click the Speaker button

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The Impact Today

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Guide to Reading (cont.)

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Guide to Reading (cont.)

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Technology and Industry

Technology and Industry (cont.)

Technology and Industry (cont.)

Technology and Industry (cont.)

- Horses, not locomotives, powered the early

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Technology and Industry (cont.)

Technology and Industry (cont.)

Technology and Industry (cont.)

Technology and Industry (cont.)

Technology and Industry (cont.)

How did railroads transform trade and

- The mechanical reaper harvested grain much

How did improvements in agriculture help

Checking for Understanding

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Checking for Understanding

The three phases of industrialization in the

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Transportation improvements reduced prices

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Wooden plows could not break through the tough

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Math Research the number of acres of wheat

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Guide to Reading (cont.)

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Guide to Reading (cont.)

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Northern Factories (cont.)

Northern Factories (cont.)

Northern Factories (cont.)

Northern Factories (cont.)

Northern Factories (cont.)

Northern Factories (cont.)

Northern Factories (cont.)

Northern Factories (cont.)

Why do you think working conditions

The Rise of Cities

The Rise of Cities (cont.)

The Rise of Cities (cont.)

The Rise of Cities (cont.)

The Rise of Cities (cont.)