Name:_____________________________________Date:__________Class Period:_______
The West
Chapter 7
Directions: Much is written about the antebellum period and the northern and southern parts of
the country. But there were many changes occurring in the western part of the nation as well.
Complete the following puzzle by answering the questions. If you complete the puzzle correctly, you
will find the name of the first woman in the United States to become a medical doctor.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
66
? Territory was located west of the Rocky Mountains and north of California.
A U.S. war cry: "Remember the ? ."
After the Mexican-American War, U.S. boundaries stretched from the Atlantic Ocean to the ? .
The U.S. gained ? through the Treaty of Guadalupe.
The U.S. obtained the southern part of New Mexico as a part of the ? Purchase.
Mexican soldiers called American troops ? .
Manifest ? was the belief that "Providence" wanted the U.S. to spread into new lands.
General ? was called "Ole Rough and Ready."
The Treaty of Guadalupe ? ended the Mexican-American War.
The U.S. and ? established boundaries for the Canadian border.
Gold was first discovered out west by John ? .
? was the leader of Mexican troops in Texas.
Gold was discovered in ? in 1848.
The president of the U.S. in 1848 was President ? .
General Scott's first name was ? .
When a state was added onto the U.S., it was said to be ? .
The group of young boys who fought bravely against American troops were from ? Castle.
Horace ? said, "Go west, young man!"
The Antebellum Era
Name:___________________________________Date:__________Class Period:_________
Antebellum Days
Chapter 7
During the antebellum period, the desire to see new places, to start life over again, and the
promise of riches all combined to lure thousands to follow their dreams. Not everyone joined the
wagon trains headed west. Many boarded barges or paddle boats and traveled up and down the
Mississippi and Missouri rivers. The adventurous spirit of the times and the diversity of the country's
young workers was captured by Walt Whitman in his famous poem "I Hear America Singing,"
published in 1855.
Directions: Read the poem "I Hear America Singing." First, paraphrase the poem, rewrite it using
your own words. Then, answer the questions that follow.
I Hear America Singing
I hear America singing, the varied carols I hear,
Those of mechanics, each one singing his as it should be blithe and strong,
The carpenter singing his as he measures his plank or beam,
The mason singing his as he makes ready for work, or leaves off work,
The boatman singing what belongs to him in his boat, the deckhand singing on the steamboat
deck,
The shoemaker singing as he sits on his bench, the hatter singing as he stands,
The wood-cutter's song, the ploughboy's on his way in the morning, or at noon intermission
or at sundown,
The delicious singing of the mother, or of the young wife at work, or of the girl sewing or
washing,
Each singing what belongs to him or her and to none else,
The day what belongs to the day - at night the party of young fellows, robust, friendly,
Singing with open mouths their strong melodious songs.
1.
Walt Whitman found joy and inspiration in America's diversity and the variety of physical
labor being performed in the growing young country. What occupations did he identify in the
poem?
2.
What "carols" does Whitman hear in the poem?
3.
Does the poet mean that the workers are literally singing as they work?
4.
If Whitman were to write this poem to celebrate the diversity of labor in America today, what
occupations or jobs might he choose and why?
5.
Why do you think all of the occupations Whitman included in his poem represented physical
labor or manual labor?
CHAPTER SEVEN
67
Name:_____________________________________Date:__________Class Period:_______
Source Document: Excerpts from
Chapter 7
Incidents in the Life of a Slave Girl (Page 1)
Directions: You have read about the generally poor conditions that slaves faced. In the following
document (an excerpt from her autobiography), Harriet Jacobs writes candidly about the lives of
slaves. Read the document and respond to the questions on the next page.
There was a planter in the country, not far from us, whom I will call Mr. Litch. He was an illbred, uneducated man, but very wealthy. He had six hundred slaves, many of whom he did not know
by sight. His extensive plantation was managed by well-paid overseers. There was a jail and a
whipping post on his grounds; and whatever cruelties were perpetrated there, they passed without
comment. He was so effectually screened by his great wealth that he was called to no account for his
crimes, not even for murder.
Various were the punishments resorted to. A favorite one was to tie a rope round a man's
body, and suspend him from the ground. A fire was kindled over him, from which was suspended a
piece of fat pork. As this cooked, the scalding drops of fat continually fell on the bare flesh. . . .
Another neighbor was a Mrs. Wade. At no hour of the day was there cessation of the lash on
her premises. Her labors began with the dawn, and did not cease till long after nightfall. The barn was
her particular place of torture. There she lashed the slaves with the might of a man. An old slave of
hers once said to me, "It is hell in missis's house. 'Pears I can never get out. Day and night I prays to
die. . . ."
Women are considered of no value unless they continually increase their owner's stock. They
are put on a par with animals. This same master shot a woman through the head, who had run away
and been brought back to him. No one called him to account for it. If a slave resisted being whipped,
the bloodhounds were unpacked, and set upon him, to tear his flesh from his bones. The master who
did these things was highly educated, and styled a perfect gentleman. He also boasted the name and
standing of a Christian, though Satan never had a truer follower. . . .
I knew an old black man, whose piety and childlike trust in God were beautiful to witness. At
fifty-three years old he joined the Baptist church. He had a most earnest desire to learn to read. He
thought he should know how to serve God better if he could only read the Bible. He came to me, and
begged me to teach him. He said he could not pay me, for he had no money; but he would bring me
nice fruit when the season for it came. I asked him if he didn't know it was contrary to law; and that
slaves were whipped and imprisoned for teaching each other to read. This brought the tears into his
eyes. "Don't be troubled, uncle Fred," said I. "I have no thoughts of refusing to teach you. I only told
you of the law, that you might know the danger, and be on your guard." He thought he could plan to
come three times a week without its being suspected. I selected a quiet nook, where no intruder was
likely to penetrate, and there I taught him his A, B, C. Considering his age, his progress was
astonishing. As soon as he could spell in two syllables he wanted to spell out words in the Bible. The
happy smile that illuminated his face put joy into my heart. After spelling out a few words, he paused,
and said, "Honey, it 'pears when I can read dis good book I shall be nearer to God. White man is got
all de sense. He can larn easy. It ain't easy for ole black man like me. I only wants to read dis book,
dat I may know how to live; den I hab no fear 'bout dying. . . ."
You may believe what I say; for I write only that whereof I know. I was twenty-one years in
that cage of obscene birds. I can testify, from my own experience and observation, that slavery is a
curse to the whites as well as to the blacks. It makes the white fathers cruel and sensual; the sons
violent and licentious; it contaminates the daughters, and makes the wives wretched. And as for the
colored race, it needs an abler pen than mine to describe the extremity of their sufferings, the depth
of their degradation.
68
The Antebellum Era
Name:___________________________________Date:__________Class Period:_________
Source Document: Excerpts from
Chapter 7
Incidents in the Life of a Slave Girl (Page 2)
1.
Based on what you have read, write five adjectives that would describe Harriet Jacobs.
A.
__________________________________________________________
B.
__________________________________________________________
C.
__________________________________________________________
D.
__________________________________________________________
E.
__________________________________________________________
2.
Which of the incidents she described touched you the most? Why?
3.
Which incident do you think caused her the most emotional pain? Why?
4.
Which of the punishments described do you think was the most cruel? Why?
5.
Do you think there are nations in the world where this type of cruelty still occurs? Why and
where? In your opinion, how can it be eliminated?
CHAPTER SEVEN
69
Name:_____________________________________Date:__________Class Period:_______
Both Sides of the Story
Chapter 7
Directions: As you have read, opinions and emotions during this period of our history ran high.
When people conversed, they had to be careful about what they said. A passing remark could
instantly start a verbal confrontation or more. Read the statements below. In the space provided,
write "S" if the statement might have been spoken by a southerner and "N" if the statement might
have been spoken by someone from the North.
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
"California should be a free state."
"The tax on cotton is far too high."
"It's a shame John Brown was executed."
"Dred Scott should have been freed."
"The Union should remain together at all cost."
"A house divided against itself cannot stand."
"The right of slavery is the right of a state to decide."
"Cotton is king."
"Old field schools are good enough."
"Jefferson Davis is a traitor."
"Abraham Lincoln will hold the nation together."
"Industry is the number one economic venture."
"Establish a separate nation."
"States' rights are a basic freedom."
"Harriet Tubman deserves a medal."
Directions: In the space below, add three more comments that a northerner might have said and
three comments that a southerner might have said. Share your comments with your classmates.
Northerner's Comments:
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
Southerner's Comments:
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
70
The Antebellum Era
Name:___________________________________Date:__________Class Period:_________
Antebellum Mathematics
Extension Activity
Chapter 7
Directions: Using your calculators, calculate the answer to each of the following problems. Write
the letter of the correct answer in the blank provided.
____ 1.
In 1834, approximately 20,000 Anglos lived in Texas, outnumbering the Spanish
Mexicans 4 to 1. About how many Spanish Mexicans lived in Texas at that time?
A.
80,000
C.
5,000
B.
24,000
D.
4,000
____ 2.
In the North, a farmhand earned $13 a month; in the South, a farmhand earned $9 a
month. How much more would a northern farmhand earn over the period of one year?
A.
$156
C.
$48
B.
$108
D.
$4
____ 3.
In 1850, the life expectancy for whites was 40 years and 36 years for slaves. How much
longer did whites live than slaves?
A.
10 percent
C.
4 percent
B.
9 percent
D.
2 percent
____ 4.
In 1860, there were 1,890 factories of various kinds in Georgia with a value of about
$11 million. What was the average worth of a factory?
A.
$5,820
C.
$20,790
B.
$17, 181
D.
$58,000
____ 5.
In 1850, there were 564 textile mills in the New England states with a total of 61,893
workers. The average employment per textile mill in New England was
A.
108.
C.
110.
B.
109.
D.
111.
____ 6.
In 1850, there were 166 textile mills in the South with 10,043 workers. The difference
between the average employment per textile mill in New England and the South was
A.
48.
C.
50.
B.
49.
D.
51.
____ 7.
In 1839, Georgia produced 326,000 bales of cotton. By 1860, the state produced
700,000 bales. What was the approximate percent of increase in the bales produced
during that 21-year period?
A.
4.7 percent
C.
147 percent
B.
46 percent
D.
115 percent
____ 8.
During antebellum days, a suit that was made and sold in Boston might cost $50.
Because of tariffs, a suit made in Great Britain and sold in Boston might cost $70. How
much more expensive was the British suit?
A.
4 percent
C.
.04 percent
B.
40 percent
D.
.004 percent
____ 9.
On January 16, 1861, a secession convention was held in Milledgeville. Of the 297
delegates present, 208 voted in favor of seceding from the Union. What percentage
were opposed to secession?
A.
30 percent
C.
3 percent
B.
.03 percent
D.
.3 percent
CHAPTER SEVEN
71
Name:_____________________________________Date:__________Class Period:_______
Messages in Music
Enrichment Activity (Page 1)
Chapter 7
Directions: Probably the most famous antebellum slave song was "Follow the Drinking Gourd." It
secretly gave directions for those seeking to escape to the North. Trips had to be planned carefully for
if a slave were caught, a severe beating would result. If a slave ran away more than once, even more
drastic measures were taken. Carefully reach each stanza below. Using your critical thinking skills, a
U.S. map, knowledge of astronomy, and several provided hints, explain each section. Hint: The rivers
are the Tombigbee, Tennessee, and Ohio in that order.
Stanza One
When the sun comes back and the first quail calls,
Follow the Drinking Gourd.
For the old man is waiting for to carry you to freedom,
If you follow the Drinking Gourd.
Explanation: ___________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
Stanza Two
The river bank makes a very good road,
The dead trees show you the way,
Left foot, peg foot, traveling on
Follow the Drinking Gourd.
Explanation: ___________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
72
The Antebellum Era
Name:___________________________________Date:__________Class Period:_________
Messages in Music
Enrichment Activity (Page 2)
Chapter 7
Stanza Three
The river ends between two hills,
Follow the Drinking Gourd.
There's another river on the other side,
Follow the Drinking Gourd.
Explanation: ___________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
Stanza Four
Where the great big river meets the little river,
Follow the Drinking Gourd.
For the old man is awaiting to carry you to freedom if you
Follow the Drinking Gourd.
Explanation: ___________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
CHAPTER SEVEN
73
Name:_____________________________________Date:__________Class Period:_______
The Presidential Election of 1860
Chapter 7
Directions: The results of the 1860 election proved to be yet another step toward war for the United
States. In national elections, the president is not directly elected by voters (popular vote). Rather,
"electors" are chosen by the voters; in turn, the electors vote for the president. Examine the chart and
map below and answer the questions that follow.
1.
2.
3.
4.
5.
6.
7.
8.
9.
74
Candidate
Popular Vote
Electoral
Vote
Abraham Lincoln
Stephen A. Douglas
John C. Breckinridge
John Bell
1,865,908
1,280,202
848,019
59,901
180
12
72
39
Which state had the greatest number of electoral votes? _________________________
How many states did Breckinridge win? ____________________________________
Which candidate won Missouri's electoral votes? ______________________________
How many popular votes were cast? ________________ Electoral votes? ___________
Which candidate received
Where did that candidate
the fewest electoral votes? _________________ rank in the popular vote?__________
Calculate the percentage of the popular vote for each candidate.
Lincoln: _______ Douglas: _______ Breckinridge: _______
Bell: _______
Calculate the percentage of the electoral vote for each candidate.
Lincoln: _______ Douglas: _______ Breckinridge: _______
Bell: _______
Which candidate was selected from Georgia? ________________________________
Which candidate was favored by the western states? ____________________________
The Antebellum Era
Name:___________________________________Date:__________Class Period:_________
Chapter 7 Test (Page 1)
Directions: Complete each sentence with the most appropriate word or phrase. Write your answer
in the space provided.
1.
The period just before the Civil War is known as the ___________________ period.
2.
____________________ was the concept that our country was destined to spread from
ocean to ocean.
3.
The Battle of ____________________ clinched the independence of Texas from Mexico.
4.
Class structure in the North was based generally on ____________________.
5.
The invention of the ____________________ made cotton production profitable in the South.
6.
____________________ were sets of laws that took away the rights of slaves.
7.
One source of conflict between the North and the South was ____________________,
taxes placed on imported goods.
8.
In its 1857 ____________________ decision, the U.S. Supreme Court helped divide the
North and South on the issue of slavery by ruling that a slave could not sue because he was
not a citizen.
9.
____________________ were those who led political movements to eliminate slavery in
the nation.
10.
The ____________________ maintained the balance of power in the U.S. Senate
between slave states and free states.
11.
____________________ is the belief of the citizens of a given region or area that their
interests are more important that those of other regions or areas.
12.
The Kansas-Nebraska Act contained a clause on ____________________, which meant
that the citizens of the territory could vote on whether or not to allow slavery.
13.
The three Georgia politicians who led the state to secession were ___________________,
___________________, and Governor ____________________.
14.
Politicians in Georgia who supported states' rights and slavery were called
____________________. Politicians who supported a moderate tariff and federal help
for the state were called ___________________.
Directions: Write your answer to each of the following questions in the space provided. Be sure to
use complete sentences.
15.
What was the disputed boundary line between the United States and Mexico that eventually
led to war between the two countries?
16.
What land areas did the United States gain from the Mexican-American War?
CHAPTER SEVEN
75
Name:_____________________________________Date:__________Class Period:_______
Chapter 7 Test (Page 2)
Directions: Write your answer to each of the following questions in the space provided. Be sure to
use complete sentences.
17.
What is states' rights?
18.
What were the six social classes in the antebellum South?
19.
What were Georgia's primary crops during the antebellum period?
20.
What was the underground railroad?
21.
What two Georgians were selected for office in the Confederate States of America? What
positions did they hold?
Directions: Write a paragraph response to the following question. Be sure to use complete
sentences.
22.
76
Your textbook highlighted many differences between the North and the South during the
antebellum era including slavery, states’ rights, the economy, tariffs, culture, leisure time,
class structure, and education. Select any four of these areas and explain how the North and
South differed as the nation moved closer to war.
The Antebellum Era