1
CH
Early Industry and
Inventions
SE
MAIN IDEA
New machines and factories changed
the way people lived and worked in
the late 1700s and early 1800s.
WHY IT MATTERS NOW
1. To
2. To
in
3. To
po
4. To
TERMS & NAMES
Samuel Slater
The industrial development that
began more than 200 years ago
continues today.
Industrial
Revolution
factory system
Lowell mills
CRI
interchangeable
parts
Reco
Con
Robert Fulton
Samuel F. B.
Morse
FO
ONE AMERICAN’S STORY
In 1789, the Englishman Samuel Slater sailed
Ma
qu
wa
to the United States under a false name. It was
illegal for textile workers like him to leave the
country. Britain wanted no other nation to copy
1.
its new machines for making thread and cloth.
But Slater was going to bring the secret to
America.
2.
With the backing of investor Moses Brown,
Slater built the first successful water-powered
textile mill in America. You will learn in Section
Samuel Slater’s mill was located in Pawtucket, Rhode Island.
1 how the development of industries changed
the ways Americans lived and worked.
1
Free Enterprise and Factories
IN
Taking Notes
The War of 1812 brought great economic changes to the United States.
It sowed the seeds for an Industrial Revolution like the one begun in
Britain during the late 18th century. During the Industrial Revolution,
factory machines replaced hand tools, and large-scale manufacturing
replaced farming as the main form of work. For example, before the
Industrial Revolution, women spun thread and wove cloth at home using
spinning wheels and hand looms. The invention of such machines as the
spinning jenny and the power loom made it possible for unskilled workers to produce cloth. These workers, who were often children, could produce more cloth, more quickly.
The factory system brought many workers and machines together
under one roof. Most factories were built near a source of water to power
the machines. People left their farms and crowded into cities where the
INS
Use your chart to
take notes about
early industry and
inventions.
Free
Fact
Causes
• Ho
w
• W
up
National and Regional Growth 341
RECOMMENDED RESOURCES
In-Depth Resources: Unit 3
Formal Assessment
INTEGRATED TECHNOLOGY
N1
factories were. They worked for wages, on a set schedule. Their way of
life changed, and not always for the better.
Many Americans did not want the United States to industrialize. But
the War of 1812 led the country in that direction. Because the British
naval blockade kept imported goods from reaching U.S. shores,
Americans had to start manufacturing their own goods. The blockade
also stopped investors from spending money on shipping and trade.
Instead, they invested in new American industries. Taking advantage of
the country’s free enterprise system, American businessmen built their
own factories, starting in New England. These businessmen and their
region grew wealthier.
ts
l’s
ns
k
if-
e
Factories Come to New England
New England was a good place to set up factories for several reasons.
Factories needed water power, and New England had many fast-moving
rivers. For transportation, it also had ships and access to the ocean. In addition, New England had a willing labor force. The area’s first factory workers were families who were tired of scraping a living from their stony fields.
Samuel Slater built his first spinning mill in Pawtucket, Rhode Island,
in 1790. He hired eight children between the ages of 7 and 12, paying them
a low wage. Later, he built a larger mill and employed whole families. As
Slater influenced others to start mills, his family system of employment
spread through Rhode Island, Connecticut, and southern Massachusetts.
2
Lowell girls
published
a literary
magazine.
Vocabulary
industrialize: to
develop factories
A. Recognizing
Effects How did
the War of 1812
cause economic
changes in
America?
A. Answer It
blocked shipping,
forcing Americans
to manufacture
their own goods
and to invest in
businesses other
than shipping.
The Lowell Mills Hire Women
In 1813, the American textile industry leaped forward when Francis
Cabot Lowell built a factory in Waltham, in eastern Massachusetts.
This factory not only spun raw cotton into yarn, but wove it into cloth
on power looms. Lowell had seen power looms in
English mills and had figured out how to build them.
Like Samuel Slater, he had brought secrets to America.
The Waltham factory was so successful that Lowell
and his partners built a new factory town, Lowell, near
the Merrimack and Concord rivers. The Lowell mills,
textile mills in the village, employed farm girls who
lived in company-owned boardinghouses. “Lowell
girls” worked 121⁄2-hour days in deafening noise.
Background
Founded in 1826,
the town was
named for
Lowell, who died
in 1817.
A V O I C E F R O M T H E PA S T
At first the hours seemed very long . . . and when I went
out at night the sound of the mill was in my ears . . . .
You know that people learn to sleep with the thunder of
Niagara [falls] in their ears, and a cotton mill is no worse,
though you wonder that we do not have to hold our
breath in such a noise.
“Letters from Susan,” quoted in the Lowell Offering
342
CHAPTER 11
New England Textile Mill
4
1
3
2
3
2
4
1
CH
Moving water
turns a wheel,
which powers the
machines through
a system of gears
and belts.
HIS
Rea
the
on
ence
to
Resp
ery
mat
to t
ano
floo
inco
Carding and
drawing machines
straighten raw
cotton fibers and
twist them loosely.
Spinning machines
spin the fibers into
yarn, or thread.
Power looms
weave yarn into
cloth.
caption
Exte
how
mak
tory
In 1835, Lowell had 22 mills. In 1855,
it had 52 mills employing more than
13,000 workers and producing 2.25
million yards of cotton cloth a week.
B. Contrasting
How did the
Lowell mills differ
from Slater’s mill?
B. Answer Lowell
mills wove cloth,
employed young
women, and were
larger than Slater’s
mill, which only
spun thread and
employed children
and families.
Young women came to Lowell in spite of the noise. In the early years,
wages were high—between two and four dollars a week. Older women
supervised the girls, making them follow strict rules and attend church.
Girls read books, went to lectures, and even published a literary magazine—the Lowell Offering. Usually they worked for only a few years,
until they married. By the 1830s, however, falling profits meant that
wages dropped and working conditions worsened for the Lowell girls.
The Lowell mills and other early factories ran on water power.
Factories built after the 1830s were run by more powerful steam engines.
Because steam engines used coal and wood, not fast-moving water, factories could be built away from rivers and beyond New England.
MO
Mill
The
fact
wag
Man
strik
duc
the
join
A New Way to Manufacture
New manufacturing methods changed the style of work in other industries besides the textile industry. In 1797, the U.S. government hired the
inventor Eli Whitney to make 10,000 muskets for the army. He was to
have the guns ready in two years. Before this time, guns were made one
at a time by gunsmiths, from start to finish. Each gun differed slightly.
If a part broke, a new part had to be created to match the broken one.
Whitney sought a better way to make guns. In 1801, he went to
Washington with a box containing piles of musket parts. He took a part
from each pile and assembled a musket in seconds. He had just demonstrated the use of interchangeable parts, parts that are exactly alike.
National and Regional Growth 343
ACTIVITY OPTIONS
INTERDISCIPLINARY LINK: ECONOMICS
A BUSINESS PLAN
1
h a
ad
ng
uld
ge
Robert Fulton
invented the
Clermont, a
steamboat.
Machines that produced exactly matching parts soon became standard in industries. Interchangeable parts speeded up production, made
repairs easy, and allowed the use of lower-paid, less-skilled workers. But
the new system also required a new style of management, with inspectors to make sure each piece was uniform. Workers who were used to
more independence disliked such close supervision.
3
New inventions increased factory production. They also improved transportation and communication. Steamboats carried people and goods
farther and faster and led to the growth of cities like New Orleans and
St. Louis. Robert Fulton invented a steamboat that could move against
the current or a strong wind. He launched the Clermont on the Hudson
River in 1807. Its steam engine turned two side paddle wheels, which
pulled the boat through the water.
The Clermont was dubbed “Fulton’s Folly” and described as “looking
precisely like a backwoods saw-mill mounted on a scow [boat] and set on
fire.” But it made the 300-mile trip from New York to Albany and back
in a record 62 hours. Even Fulton had not expected to travel so quickly.
of
vel
he
he
ed
ne
val
THETIC
Moving People, Goods, and Messages
C. Recognizing
Effects What
were the effects
of using interchangeable parts?
C. Answer They
made production
faster and repairs
easier. They
allowed the use
of less-skilled
workers but
required the
workers to be
closely supervised.
A V O I C E F R O M T H E PA S T
I overtook many sloops and schooners, beating to the windward, and parted
with them as if they had been at anchor. The power of propelling boats by
steam is now fully proved.
Robert Fulton, quoted in Robert Fulton and the “Clermont”
In 1811, the first steamship traveled down the Mississippi and Ohio
rivers. But its engine was not powerful enough to return upriver, against
the current. Henry Miller Shreve, a trader on the Mississippi, designed
344 CHAPTER 11
BLOCK SCHEDULING
D. Recognizing
Effects What
made the
steamboat and
telegraph such
important
inventions?
D. Answer They
increased commerce and communication
between regions
of the country.
Vocabulary
patented: protected by a
patent, which
gives an inventor
the sole right to
make, use, or sell
an invention
Section
1
CH
a more powerful engine. He installed it on a double-decker boat with a
paddle wheel in the back. In 1816, he sailed this boat up the Mississippi
and launched a new era of trade and transportation on the river.
In 1837, Samuel F. B. Morse first demonstrated his telegraph. This
machine sent long and short pulses of electricity along a wire. These pulses
could be translated into letters of a message. With the telegraph, it took
only seconds to communicate with someone in another city. In 1844, the
first long-distance telegraph line carried news from Baltimore to
Washington, D.C., about who had been nominated for president.
Telegraph lines spanned the country by 1861, bringing people closer as a
nation. Both the telegraph and the steamboat brought more national unity.
Technology Improves Farming
IN
Tec
• W
d
• W
• H
c
CR
4
Other new inventions increased farm production. In 1836, the blacksmith
John Deere invented a lightweight plow with a steel cutting edge. Older
cast-iron plows were designed for the light, sandy soil of New England.
But rich, heavy Midwestern soil clung to the bottom of these plows and
slowed farmers down. Deere’s new plow made preparing ground much less
work. As a result, more farmers began to move to the Midwest.
The mechanical reaper and the threshing machine were other
inventions that improved agriculture. Cyrus McCormick’s
reaper, patented in 1834, cut ripe grain. The threshing
machine separated kernels of wheat from husks.
New technologies linked regions and contributed
to national unity. With new farm equipment,
Midwestern farmers grew food to feed Northeastern factory workers. In turn, Midwestern farmers became a market for
Northeastern manufactured goods. The growth of Northeastern textile
mills increased demand for Southern cotton. This led to the expansion
of slavery in the South, as you will learn in Section 2.
An
Hav
new
Stat
the
Res
Sou
to d
John Deere
invented the
steel plow.
2. Using Graphics
3. Main Ideas
4. Critical Thinking
Explain the
significance of:
On a chart like the one
below, note new inventions,
their dates, and their effects
on the United States.
a. Why was New England
a good place to build early
factories?
Evaluating How would you
judge Samuel Slater and
Francis Lowell, who brought
secrets to the United States
illegally?
Samuel Slater
Industrial Revolution
Invention Date
Effects
factory system
Lowell mills
interchangeable
parts
• Robert Fulton
Which inventions did most to
• Samuel F. B. Morse
link the nation? Explain.
ACTIVITY OPTIONS
SCIENCE
SPEECH
AS
Rea
ma
firs
gra
Assessment
1. Terms & Names
•
•
•
•
•
Cla
b. What were working conditions like in Lowell mills?
c. How were different U.S.
regions linked economically?
THINK ABOUT
• what they gained
• how they affected the
United States and England
• what you believe about
keeping technology secret
RE
Hav
pos
vat
Sta
ing
Explain how an invention from this chapter works, either in an oral report or
a labeled diagram.
National and Regional Growth 345
2
2
Plantations and
Slavery Spread
MAIN IDEA
The invention of the cotton gin and
the demand for cotton caused
slavery to spread in the South.
WHY IT MATTERS NOW
The spread of slavery created lasting
racial and sectional tensions.
TERMS & NAMES
Eli Whitney
spirituals
cotton gin
Nat Turner
ONE AMERICAN’S STORY
Catherine Beale was born into slavery in 1838. In
1929, she recalled her childhood on a plantation.
A V O I C E F R O M T H E PA S T
We had to work in the field in the day and at night
we had to pick out the seed before we went to bed.
And we had to clean the wool, we had to pick the
burrs and sticks out so it would be clean and could be
carded and spun and wove.
Catherine Beale, quoted in Slave Testimony
Catherine had to clean cotton by hand because
the plantation didn’t have a cotton gin. This
machine made it easier for enslaved workers to
clean cotton. But it also made cotton growing and slave owning more
profitable. In this section, you will learn how slavery expanded in the
Enslaved
workers labor in
the cotton fields.
South and how it affected the lives of people living under it.
d
Taking Notes
Use your chart to
take notes about
plantations and the
spread of slavery.
Causes
The Cotton Boom
1
Eli Whitney invented a machine for cleaning cotton in 1793, after visiting the Georgia plantation of Catherine Greene, the widow of a
Revolutionary War general. Mrs. Greene was struggling to make her
plantation profitable. English textile mills had created a huge demand for
cotton, but the short-fibered cotton that grew in most parts of the South
was hard to clean by hand. A worker could clean just one pound of this
cotton in a day.
Whitney’s cotton gin (short for “engine”) made the cotton-cleaning
process far more efficient. With the new machine, one worker could now
clean as much as 50 pounds of cotton a day. The cotton gin helped set the
South on a different course of development from the North. It made
348 CHAPTER 11
The Cotton Gin
1
1
2
5
3
4
4
2
5
A hand crank turns
a series of rollers.
A roller with wire
teeth pulls the
cotton through
slots too narrow
for the seeds.
The cotton seeds
fall into a hopper.
A roller with
brushes removes
the cleaned cotton
from the first roller.
The cleaned cotton
leaves the gin.
3
A. Reading a
Map Use the
map on page 350
to find cottongrowing areas
in 1840.
B. Recognizing
Effects What
impact did the
cotton gin have
on the South?
B. Answer It
allowed cotton
farming to move
west, made cotton more important than other
crops, led to the
seizure of more
Native American
land, and kept
slavery important
as a labor source.
short-fibered cotton a commercial product and changed Southern life in
four important ways.
1. It triggered a vast move westward. Cotton farming moved beyond
the Atlantic coastal states, where long-fibered, easy-to-clean cotton
grew. Cotton plantations began to spread into northern Florida,
Alabama, and Mississippi. Then they crossed into Louisiana and
Arkansas. After 1840, they reached Texas.
2. Because cotton was valuable, planters grew more cotton rather than
other goods, and cotton exports increased.
3. More Native American groups were driven off Southern land as it
was taken over for cotton plantations.
4. Growing cotton required a large work force, and slavery continued
to be important as a source of labor. Many slaves from the east
were sold south and west to new cotton plantations.
Slavery Expands
From 1790 to 1860, cotton production rose greatly. So did the number
of enslaved people in the South. Using slave labor, the South raised millions of bales of cotton each year for the textile mills of England and the
American Northeast. (See the graph on page 350.) In 1820, the South
earned $22 million from cotton exports. By the late 1830s, earnings
from cotton exports were nearly ten times greater, close to $200 million.
As cotton earnings rose, so did the price of slaves. A male field hand
sold for $300 in the 1790s. By the late 1830s, the price had jumped to
National and Regional Growth 349
ACTIVITY OPTIONS
The Cotton Kingdom, 1840
N2
Cotton-growing
areas, 1840
VIRGINIA
Norfolk
KENTUCKY
Riv
er
Nashville
TENNESSEE
SOUTH
CAROLINA
is s
is s
ip
M
ALABAMA
MISSISSIPPI
REPUBLIC
OF
TEXAS
30°N
LOUISIANA
Jackson
Tuscaloosa
Charleston
GEORGIA
Savannah
Montgomery
Natchez
Baton Rouge
New Orleans
FLORIDA
TERRITORY
80°W
90°W
Galveston
Gulf of Mexico
ther
ates
GEOGRAPHY SKILLBUILDER Interpreting Maps
1. Human-Environment Interaction Which five states had
the largest areas devoted to growing cotton?
2. Human-Environment Interaction How far north did
people grow cotton?
Skillbuilder
Answers
1. South Carolina,
Georgia, Alabama,
Mississippi, and
Louisiana
2. southern Virginia
4.0
Cotton Production,
1800–1860
3.5
3.0
2.5
2.0
1.5
1.0
0.5
0
1800 1820 1840 1860
Source: Historical Statistics
of the United States
$1,000. After 1808, when it became illegal to import Africans for use as
slaves, the trading of slaves already in the country increased.
The expansion of slavery had a major impact on the South’s economy.
But its effect on the people living there was even greater.
Slavery Divides the South
2
Slavery divided white Southerners into those who held slaves and those
who did not. Slaveholders with large plantations were the wealthiest and
most powerful people in the South, but they were relatively few in number. Only about one-third of white families owned slaves in 1840. Of
these slave-owning families, only about one-tenth had large plantations
with 20 or more slaves.
Most white Southern farmers owned few or no slaves. Still, many
supported slavery anyway. They worked their small farms themselves
and hoped to buy slaves someday, which would allow them to raise more
cotton and earn more money. For both small farmers and large planters,
slavery had become necessary for increasing profits.
ns
ve
African Americans in the South
Slavery also divided black Southerners into those who were enslaved
and those who were free. Enslaved African Americans formed about
one-third of the South’s population in 1840. About half of them
500 Kilometers
ATLANTIC
OCEAN
Bales of cotton (in millions)
harmore
ould
the
ask
gest
ans.
ana,
lina
stu860.
ntry
0
Salisbury
pi
ARKANSAS
250 Miles
0
NORTH
CAROLINA
C. Analyzing
Points of View
Why did many
white farmers
without slaves still
support slavery?
C. Answer They
hoped to own
slaves in the
future.
350 CHAPTER 11
BLOCK SCHEDULING
C
worked on large plantations with white overseers. Decades later, a
former slave described the routine in an interview.
A V O I C E F R O M T H E PA S T
The overseer was ‘straddle his big horse at three o’clock in the mornin’, roustin’
the hands off to the field. . . . The rows was a mile long and no matter how
much grass [weeds] was in them, if you [left] one sprig on your row they [beat]
you nearly to death.
M
A
E
g
R
C
f
la
w
Wes Brady, quoted in Remembering Slavery
Not all slaves faced the back-breaking conditions of plantations. In
cities, enslaved persons worked as domestic servants, skilled craftsmen, factory hands, and day laborers. Sometimes they were hired out and allowed
to keep part of their earnings. Frederick Douglass, an African-American
speaker and publisher, once commented, “A city slave is almost a freeman,
compared with a slave on the plantation.” But they were still enslaved.
In 1840, about 8 percent of African Americans in the South were free.
They had either been born free, been freed by an owner, or bought their
own freedom. Many free African Americans in the South lived in cities
such as Baltimore and Washington, D.C.
Though not enslaved, free blacks faced many problems. Some states made them leave once they gained
SPIRITUALS
their freedom. Most states did not permit them to vote
Singing spirituals offered
or receive an education. Many employers refused to
comfort for pain, bound people
hire them. But their biggest threat was the possibility
together at religious meetings,
of being captured and sold into slavery.
and eased the boredom of daily
D. Contrasting
How was plantation slavery
different from
slavery in cities?
D. Answer In
cities, slaves had
more variety in
work and were
sometimes
allowed to keep
part of their
earnings.
3
E. Making
Inferences Why
would enslaved
African Americans
be inspired by the
biblical story
of Moses?
E. Answer
Because they
hoped for freedom, and Moses
led enslaved people to freedom.
Finding Strength in Religion
An African-American culture had emerged on plantations by the early 1800s. Slaves relied on that culture—
with its strong religious convictions, close personal
bonds, and abundance of music—to help them endure
the brutal conditions of plantation life.
Some slaveholders tried to use religion to make slaves
accept their treatment. White ministers stressed such
Bible passages as “Servants, obey your masters.” But enslaved people took their own
messages from the Bible. They were particularly inspired by the story of Moses leading the Hebrews out of bondage in Egypt.
Enslaved people expressed their religious
beliefs in spirituals, religious folk songs.
Spirituals often contained coded messages
about a planned escape or an owner’s unexpected return. African-American spirituals
later influenced blues, jazz, and other forms
of American music.
d
S
M
f
s
w
s
s
a
p
tasks. This verse came from a
spiritual sung by slaves in
Missouri.
Dear Lord, dear lord,
when slavery’ll cease
Then we poor souls
will have our peace;—
There’s a better day a coming,
Will you go along with me?
There’s a better day a coming,
Go sound the jubilee!
I
F
F
•
•
•
Detail of Plantation Burial, (1860), John Antrobus.
National and Regional Growth 351
ACTIVITY OPTIONS
N2
Families Under Slavery
Perhaps the cruelest part of slavery was the sale of family members away
from one another. Although some slaveholders would not part mothers
from children, many did, causing unforgettable grief. When enslaved
people ran away, it was often to escape separation or to see family again.
When slave families could manage to be together, they took comfort
in their family life. They married, though their marriages were not legally
recognized. They tried to raise children, despite interference from owners. Most slave children lived with their mothers, who tried to protect
them from punishment. Parents who lived on other plantations often
stole away to visit their children, even at the cost of a whipping. Frederick
Douglass recalled visits from his mother, who lived 12 miles away.
ned
ted
traorby
her
nsiate
A V O I C E F R O M T H E PA S T
I do not recollect of [remember] ever seeing my mother by the light of day.
She was with me in the night. She would lie down with me, and get me to
sleep, but long before I waked she was gone.
Frederick Douglass, Narrative of the Life of Frederick Douglass
F. Recognizing
Effects How did
slavery harm
family life?
F. Answer It separated families,
did not recognize
marriages, and
took away parents’ authority
over their
children.
Douglass’s mother resisted slavery by the simple act of visiting her
child. Douglass later rebelled by escaping to the North. Other enslaved
people rebelled in more violent ways.
the
can
the
one
for
ors.
om
A slave auction
threatens to split
a family apart.
the
of
ded
ers
rica
ate
IES
352
ies Needed
BLOCK SCHEDULING
Activity Have students, working in pairs, choose a spiritual and then
4
CH
Slave Rebellions
Armed rebellion was an extreme form of resistance to
slavery. Gabriel Prosser planned an attack on Richmond,
Virginia, in 1800. In 1822, Denmark Vesey planned a
revolt in Charleston, South Carolina. Both plots were
betrayed, and the leaders were hanged.
The most famous rebellion was led by Nat Turner in
Virginia in 1831. On August 21, Turner and 70 followers killed 55 white men, women, and children. Later,
witnesses claimed that he spoke these words.
AM
Na
It is
to
cam
ula
tau
arg
so,
A V O I C E F R O M T H E PA S T
We do not go forth for the sake of blood and carnage; . . .
Remember that ours is not a war for robbery, . . . it is a
struggle for freedom.
G. Answer It
made them fearful and vengeful.
They killed
African Americans
and passed new
laws to control
them.
G. Recognizing
Effects How did
Nat Turner’s rebellion affect white
Southerners?
Section
2
1800–1831
Nat Turner was born on a plantation in Virginia. As a child, Turner
learned to read and write. He
became an enthusiastic reader of
the Bible. Slaves gathered in forest clearings to listen to his powerful sermons. Turner believed
that God wanted him to free the
slaves, even if by armed rebellion.
He defended the justice of his
cause in what came to be known
as Confessions of Nat Turner,
which he dictated to a white
lawyer before his execution.
Nat Turner, quoted in Nat Turner, by Terry Bisson
Most of Turner’s men were captured when their
ammunition ran out, and 16 were killed. When Turner
was caught, he was tried and hanged.
Turner’s rebellion spread fear in the South. Whites
killed more than 200 African Americans in revenge. State
legislatures passed harsh laws that kept free blacks and
slaves from having weapons or buying liquor. Slaves could
not hold religious services unless whites were present.
Postmasters stopped delivering antislavery publications.
After Turner’s rebellion, the grip of slavery grew even
tighter in the South. Tension over slavery increased
between the South and the North, as you will see in the
next section.
IN
Sla
• W
• W
AS
How did Turner justify his
rebellion?
Re
ma
eff
Assessment
1. Terms & Names
2. Using Graphics
3. Main Ideas
4. Critical Thinking
Explain the
significance of:
In a chart like the one below,
note facts about each group
of Southerners.
a. How did the cotton gin
lead to the spread of slavery?
Forming Opinions How
do you think slave rebellions
affected the institution of
slavery?
•
•
•
•
An
ens
Go
NAT TURNER
Eli Whitney
cotton gin
spirituals
Nat Turner
Group
Facts
slaveholding whites
nonslaveholding
whites
enslaved blacks
free blacks
Why do you think many free
blacks lived in cities?
b. How was life different for
plantation slaves, city slaves,
and free blacks in the South?
c. What were three ways
that enslaved people resisted
slavery?
RE
Org
one
me
abo
illu
gro
ab
and
THINK ABOUT
• Nat Turner’s reasons for
rebelling
• the reaction of white
Southerners and slave
owners to Turner’s
rebellion
ACTIVITY OPTIONS
LANGUAGE ARTS
SPEECH
Write a book report on a slave narrative, or perform an oral interpretation of
a passage from one.
National and Regional Growth 353
Section
2
Assessment
Name
Chapter
Date
11
Reading Study Guide
Section 1 (pages 341–345)
Early Industry and Inventions
TERMS & NAMES
BEFORE YOU READ
In the last chapter, you read about the effects of the War of 1812 on
the United States.
In this section, you will learn how new machines and factories
changed the way people in the United States lived in the late 1700s
and early 1800s.
AS YOU READ
Use this chart to take notes on the changes brought about by
inventions and developments of the late 1700s and early 1800s.
Invention or Development
Changes
Textile mill
Industrial Revolution A time when
factory machines replaced hand tools
and large-scale manufacturing
replaced farming as the main work
factory system System that brought
many workers and machines together
under one roof
Samuel Slater Built first spinning
mill in Rhode Island
Lowell mills Early factories in
Massachusetts that made cloth
interchangeable parts Parts that
are exactly alike
Interchangeable parts
Robert Fulton Inventor of the
steamboat
Steam engine
Samuel F. B. Morse Inventor of the
telegraph
Telegraph
Steel plow
Mechanical reaper
The Industrial Revolution Begins;
Factories Come to New England
Copyright © McDougal Littell Inc.
(pages 341–342)
What was the Industrial Revolution?
The Industrial Revolution began in Britain during
the late 1700s. In this revolution, factory machines
replaced hand tools and large-scale manufacturing
replaced farming as the main form of work. Before
the revolution, women spun thread and wove cloth
at home. However, the invention of machines such
as the spinning jenny and the power loom made it
possible for unskilled workers to make cloth.
The factory system brought many workers and
machines together under one roof. Most factories
were built near water to power the machines. People
left farms and moved to where the factories were.
Many people did not want the United States to
industrialize. However, during the War of 1812 the
British blockade kept imported goods from reaching
the United States. So Americans had to start
manufacturing their own goods.
America began to build its own factories, starting
in New England. This region was a good place for
factories. It had many rivers to provide water power.
It had ships and access to the ocean. In addition, it
had many willing workers who were not able to make
a living by farming. Samuel Slater built his first
spinning mill in Rhode Island in 1790 and a larger
mill later. There he hired whole families to work.
1. Where were the first U.S. factories?
____________________________________________
NATIONAL AND REGIONAL GROWTH
111
Early Industry and Inventions continued
The Lowell Mills Hire Women
Moving People, Goods, and Messages
(pages 342–343)
(pages 344–345)
What did the Lowell mills manufacture?
In 1813, Francis Cabot Lowell built a factory in
Waltham, Massachusetts. This factory spun cotton
into yarn and wove it into cloth on power looms. The
factory was so successful that Lowell and his partners
built a new factory town, called Lowell, near the
Merrimack and Concord rivers.
Instead of families, the Lowell mills employed farm
girls who lived in company-owned boardinghouses.
These girls worked long hours in deafening noise. At
first the girls received high wages. However, by the
1830s, wages dropped and working conditions
worsened.
The Lowell mills and other early factories ran on
water power. Later factories were run by powerful
steam engines.
How did inventions change transportation and
communication in the United States?
New inventions improved transportation and
communication. Robert Fulton invented a steamboat
that could move against the current or strong wind. In
1807, he launched the Clermont on the Hudson River.
In 1816, Henry Miller Shreve, a trader on the
Mississippi River, designed a more powerful steam
engine. It ran a double-decker boat with a paddle
wheel in the back. Shreve sailed the boat up the
Mississippi and started a new era of trade and
transportation on the river.
In 1837, Samuel F. B. Morse demonstrated the
telegraph. This invention allowed messages to travel
between cities in seconds. By 1861, telegraph lines
spanned the country.
____________________________________________
____________________________________________
A New Way to Manufacture
4. How did the telegraph change
communication in the United States?
____________________________________________
____________________________________________
(pages 343–344)
Technology Improves Farming
What were interchangeable parts?
In 1798, the U.S. government hired the inventor
Eli Whitney to make 10,000 muskets for the army.
Before then, guns were made one at a time by
gunsmiths, from start to finish. Whitney wanted to
make them in a different way. In 1801, he went to
Washington with a box containing musket parts. He
took parts from different piles and put a musket
together in seconds. He had demonstrated the use of
interchangeable parts, parts that were exactly
alike.
Interchangeable parts made production faster and
made repairs easy. They also allowed the use of
lower-paid and less-skilled workers.
What inventions improved agriculture?
Several inventions increased farm production in the
United States. In 1836, John Deere invented a lightweight plow with a steel cutting edge. His invention
made it easier for farmers to prepare heavy Midwestern
soil for planting. As a result, more farmers began
moving west.
In 1834, Cyrus McCormick’s reaper cut ripe grain.
The threshing machine separated kernels of wheat
from husks.
New inventions helped to link regions of the United
States. New farming equipment helped Midwestern
farmers feed Northeastern factory workers.
Midwestern farmers became a market for the goods
manufactured in the Northeast. Northeastern textile
mills increased the need for Southern cotton.
3. How did using interchangeable parts
change factory work?
____________________________________________
____________________________________________
(page 345)
Copyright © McDougal Littell Inc.
2. Who worked in the Lowell mills?
5. How did the steel plow improve
agriculture?
____________________________________________
____________________________________________
112 CHAPTER 11 SECTION 1
TEACHER ANSWER KEY Section 1
1. New England
2. Farm girls who lived in company-owned
boardinghouses worked in the Lowell mills.
3. Interchangeable parts made production faster,
made repairs easy, and allowed the use of lowerpaid and less-skilled workers.
4. The telegraph allowed messages to be
communicated between cities in a matter of
seconds.
5. The steel plow made it easier for farmers to
prepare ground in the heavy Midwestern soil,
allowing more farmers to move west.
Name
Chapter
Date
11
Reading Study Guide
Section 2 (pages 348–353)
Plantations and Slavery Spread
BEFORE YOU READ
TERMS & NAMES
In the last section, you read about how new machines and factories
changed the way people lived and worked.
In this section, you will learn how the demand for cotton caused
slavery to spread in the South.
cotton gin Invention that made the
cotton-cleaning process easier
Eli Whitney Inventor of the cotton
gin
AS YOU READ
spirituals Religious folk songs sung
by enslaved people
Use this diagram to take notes on the ways that the cotton gin
changed Southern life.
Nat Turner Leader of a famous slave
rebellion in 1831
Effects of the Cotton Gin
Moved
cotton
farming
westward
Copyright © McDougal Littell Inc.
The Cotton Boom (pages 348–349)
Who invented the cotton gin?
Eli Whitney invented the cotton gin in 1793. This
invention made the cotton-cleaning process much
easier and quicker. It allowed one worker to clean as
much as 50 pounds of cotton a day. The cotton gin
changed Southern life in four ways:
1. Cotton farming moved westward beyond the
Atlantic coastal states.
2. Because cotton was such a valuable crop, planters
put most of their efforts into growing it.
3. More Native American groups were driven off
Southern land as cotton plantations took over the
land.
4. Slavery continued to be an important source of
labor for growing cotton.
1. How did the cotton gin change the
cotton-cleaning process?
____________________________________________
____________________________________________
Slavery Expands; Slavery Divides the
South (pages 349–350)
How did cotton production affect slavery in the
South?
Cotton production rose greatly between 1790 and
1860. So did the number of enslaved people in the
South. As earnings from cotton rose, so did the price
of slaves.
Slavery divided white Southerners into those who
held slaves and those who did not. Only about
NATIONAL AND REGIONAL GROWTH
113
Plantations and Slavery Spread continued
2. How did slavery divide white Southerners?
____________________________________________
____________________________________________
African Americans in the South
(pages 350–351)
How did slavery divide black Southerners?
Slavery also divided black Southerners into those who
were enslaved and those who were free. About onethird of the South’s population in 1840 was enslaved.
About half of them worked on large plantations. In
cities, enslaved people worked as domestic servants,
craftsmen, factory workers, and day laborers. About 8
percent of African Americans in the South were free.
They had either been born free, been freed by an
owner, or bought their own freedom. Many free
African Americans lived in cities.
Free blacks, however, faced many problems. Some
states forced them to leave once they gained freedom.
Most states did not allow them to vote or go to
school. Many employers would not hire them. Free
blacks also had to worry about being captured and
returned to slavery.
3. What problems did free blacks face?
____________________________________________
____________________________________________
Culture and Resistance; Families Under
Slavery (pages 351–352)
Why did enslaved African Americans rely on their
own culture?
By the early 1800s, African Americans on plantations
had developed their own culture. They relied on that
culture to survive the hardships on plantations. They
114 CHAPTER 11 SECTION 2
especially relied on their religion. Enslaved people
expressed their religious beliefs in spirituals,
religious folk songs. The songs often contained coded
messages. Spirituals later influenced blues, jazz, and
other forms of American music.
One of the cruelest parts of slavery was the selling
of family members away from one another. When
enslaved people ran away, they often did so to find
other family members. Family members that did stay
together took comfort in their family lives. They
married, although their marriages were not legally
recognized. Most slave children lived with their
mothers, who tried to protect them from punishment.
Parents who lived away from their children often stole
away to visit their children, even though they could be
whipped for doing so. Disobedience was one way of
resisting slavery. Another way was escaping. Some
people chose more violent ways to resist slavery.
4. What was one of the cruelest parts of
slavery?
____________________________________________
____________________________________________
Slave Rebellions (page 353)
What was Nat Turner’s rebellion?
Several armed rebellions took place in the early
1800s. The most famous rebellion was led by Nat
Turner in 1831. Turner and 70 followers killed 55
white men, women, and children. Most of Turner’s
followers were captured and 16 were killed. When
Turner was caught, he was tried and hanged.
Turner’s rebellion spread fear in the South. Whites
killed more than 200 African Americans in revenge.
States passed laws that kept free blacks and slaves
from having weapons or buying liquor. They could
not hold religious services unless whites were
present. Tensions over slavery increased between the
South and the North.
Copyright © McDougal Littell Inc.
one-third of white families in the South owned slaves
in 1840. Of the slaveholding families, only about
one-tenth had large plantations with 20 or more
slaves. Although most white Southern farmers owned
few or no slaves, many supported slavery anyway.
They worked their small farms and hoped to buy
slaves someday so that they could raise more cotton
and make more money.
5. How did whites react to Nat Turner’s
rebellion?
____________________________________________
____________________________________________
TEACHER ANSWER KEY Section 2
1. The cotton gin made the cotton-cleaning process
easier and quicker.
2. Slavery divided white Southerners into those who
held slaves and those who did not.
3. In some states free blacks were forced to leave
once they gained freedom. They were not allowed
to vote or go to school. Many employers would not
hire them and they worried about being captured
and returned to slavery.
4. One of the cruelest parts was the selling of family
members away from one another.
5. Whites killed more than 200 African Americans in
revenge. States passed laws that kept free blacks
and slaves from having weapons or buying liquor
and forbid them from holding religious services
unless whites were present.
Name
Chapter
Date
11
Reading Study Guide
Section 3 (pages 354–359)
Nationalism and Sectionalism
TERMS & NAMES
BEFORE YOU READ
In the last section, you read about the spread of slavery in the South.
In this section, you will learn how nationalism united the country
and how tensions continued between the North and the South.
AS YOU READ
Use this diagram to take notes on the factors that contributed to
feelings of nationalism in the United States in the early 1800s.
nationalism The feeling of pride,
loyalty, and protectiveness toward a
country
Henry Clay Speaker of the House of
Representatives and political leader
from Kentucky
American System Clay’s plan for
economic development
James Monroe President elected
in 1816
sectionalism Loyalty to the interests
of one’s own region rather than to
the nation as a whole
Nationalism
Missouri Compromise Agreement
that temporarily settled the issue of
slavery in the territories
Copyright © McDougal Littell Inc.
Monroe Doctrine Warning to
European nations not to interfere in
the Americas
Nationalism Unites the Country
Roads and Canals
(pages 354–355)
How was transportation improved in the 1800s?
Transportation in the United States improved in the
first half of the 1800s. In 1806, Congress funded a
road that eventually stretched from Cumberland,
Maryland, west to Vandalia, Illinois.
The building of canals improved water
transportation. The Erie Canal opened the upper
Ohio River valley and the Great Lakes region to
settlement and trade. It increased nationalism by
uniting the regions.
Around the 1830s, steam-powered trains began to
be used for transportation. By 1850, there were more
than 9,000 miles of track across the United States.
What was the American System?
In the early 1800s, a sense of nationalism pulled
people of different regions in the United States
together. Nationalism is a feeling of pride, loyalty, and
protectiveness toward a country. Congressman Henry
Clay, a strong nationalist, called for strengthening the
country and unifying its regions. His plan—the
American System—included three parts.
1. Set up a protective tariff, a tax on foreign goods.
2. Set up a national bank with a single currency.
3. Improve the country’s transportation systems.
1. What were three parts of the American
System?
(pages 355–356)
2. What was the impact of the Erie Canal?
____________________________________________
____________________________________________
____________________________________________
____________________________________________
NATIONAL AND REGIONAL GROWTH
115
Nationalism and Sectionalism continued
A Spirit of National Unity
Sectional Tensions Increase
(page 356)
(pages 357–358)
What was the Era of Good Feelings?
As nationalism increased, people became more loyal
to the federal government. James Monroe won the
presidential election in 1816 by a large majority of
votes. The lack of political differences led one
newspaper to call the times the Era of Good Feelings.
During Monroe’s term, several Supreme Court
decisions strengthened the powers of the federal
government.
How did sectionalism help divide the country?
Although nationalism helped to unite the country,
sectionalism was dividing it. Sectionalism is loyalty
to the interests of your own region rather than to the
nation as a whole. The interests of the North, South,
and West were often in conflict.
Sectionalism became a major issue when Missouri
applied for statehood in 1818. People in Missouri
wanted slavery to be allowed there. But this would
change the balance of 11 slave states and 11 free states.
____________________________________________
____________________________________________
Settling National Boundaries
(pages 356–357)
How did U.S. borders expand?
Feelings of nationalism also made U.S. leaders want
to extend the country’s borders. An agreement with
Britain helped to set the U.S.-Canada border.
However, relations with Spain were tense. The two
nations disagreed on the boundaries of the Louisiana
Purchase and the ownership of West Florida.
Runaway slaves and pirates used Spanish-held East
Florida as a refuge. Also, the Seminoles of East
Florida, a Native American tribe, raided white
settlements in Georgia to get back their land.
After U.S. general Andrew Jackson invaded
Florida, Spain gave Florida to the United States
in 1819.
4. What caused tensions with Spain?
5. Why did Missouri’s application for
statehood become a major issue?
____________________________________________
____________________________________________
The Missouri Compromise; The Monroe
Doctrine (pages 358–359)
How was the Missouri issue settled?
Henry Clay, the Speaker of the House, suggested that
Missouri be admitted as a slave state and Maine as a
free state. His plan is known as the Missouri
Compromise. It kept the balance of power.
The nation felt threatened for other reasons. Some
European countries planned to help Spain and
Portugal take back American colonies that had
broken away. Also, Russian settlements reached from
Alaska almost to San Francisco. In 1823, President
Monroe issued the Monroe Doctrine. This was a
warning to European countries not to set up any more
colonies in the Americas.
6. What was the Missouri Compromise?
____________________________________________
____________________________________________
____________________________________________
____________________________________________
116 CHAPTER 11 SECTION 3
Copyright © McDougal Littell Inc.
3. What was the effect of several Supreme
Court decisions?
TEACHER ANSWER KEY Section 3
1. The three parts of the American system were a
tariff, a national bank, and improved
transportation systems.
2. The Erie Canal opened the upper Ohio River valley
and the Great Lakes region to settlement and
trade. It increased nationalism by uniting the two
regions.
3. Several court decisions strengthened powers of the
federal government.
4. The United States and Spain disagreed on the
boundaries of the Louisiana Purchase and the
ownership of West Florida. Also, East Florida
sheltered pirates, runaway slaves, and Seminole
raiders.
5. Missouri wanted slavery to be allowed. This would
upset the balance of power between the 11 free
states and the 11 slave states.
6. It was an agreement to admit Missouri as a slave
state and Maine as a free state and to set a line
dividing territories into slave and free.
CT
33
Critical Thinking Transparency
McDougal Littell Creating America
Chapter 11: Visual Summary
National and Regional Growth
Early Industry
and Inventions
New machines
allowed the Northeast
to industrialize and
the Midwest to
increase farm
production.
Plantations and
Slavery Spread
Copyright © McDougal Littell Inc.
The cotton gin led
to the expansion
of plantations and
slavery in the
South.
Nationalism and
Sectionalism
Nationalism drew regions
together. At the same time,
economic differences created
tension between regions.