Lesson 16
Revolution of a
Different Sort
Assignments
Overview
This lesson is based on information in the following text selections and video. Read the text carefully, watch the video, and study all the material.
By the 1820s and 1830s, a fundamental change in
the American economy had begun with the rise of
industrialization, which was in part the result of an
explosive growth in population and increased
immigration. The most significant number of
immigrants came from Ireland due to the massive
potato famine, and Germany due to the revolutions of 1848 and agricultural distress. The Irish
and the Germans found a strong nativist reaction
awaiting them as race became a major concern for
native born citizens. Stereotyped as heavy drinkers
and ethnic misfits, the Irish and German immigrants found life in America difficult.
Transportation, communications, and technology continued to grow during the industrial revolution. Often referred to as internal improvements,
the transportation system was built on the basis of
turnpikes, canals, steamboats, and railroads.
Although the early turnpikes were too sectional and
unprofitable to fulfill their investors’ hopes, they
laid a basis for what followed. Canals in New York
and the Midwest linked the country and facilitated
domestic trade. With the opening of the Erie Canal
in 1825, freight costs declined and trade flourished.
Despite their success, canals would be replaced by
railroads.
Text: The following sections from Chapter 10
of the text are covered in this chapter:
A. Brinkley, American History: A Survey, Volume 1, 12th edition, “The Changing American
Population,” “Transportation, Communications, and Technology,” “Commerce and
Industry,” and “Men and Women at Work”
A. Brinkley, The Unfinished Nation, Volume 1,
5th edition, “The Changing American Population,” “Transportation and Communications
Revolutions,” “Commerce and Industry,” and
“Men and Women at Work”
Video: Episode 16, “Revolution of a Different
Sort”
81
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T HE UNFINISHED N ATION ( TO 1877)
By the 1830s, America was in the midst of a
railroad boom. States vied with each other to have
roads built within their confines. Another revolution was underway with Samuel Morse’s development of a code based on bursts of electrical current
that could be transmitted over wire. The Morse
Code, as it was called, was used to send messages
over telegraph lines, which typically followed the
railroad’s tracks. Newspapers flourished as technology helped create the penny press, fueling Americans’ almost insatiable appetite for reading. These
changes broadened the separation between the
North and the South. The North focused its energies on industry and technology while the South
became more entrenched in cotton agriculture.
The emerging Northwest territories, like the
Northern states, favored industrialization. As technology grew, so did sectionalism.
America’s industrial revolution continued,
bringing procedural and organizational changes to
factories and businesses. Interchangeable parts and
the early assembly line appeared. The corporation,
with its ability to raise money and limit investors’
liability, became a valuable part of some industries.
Such changes displaced skilled artisans and the craft
system while simultaneously enhancing the development of cities like Cincinnati, St. Louis, Chicago, and Buffalo. American entrepreneurs like
Samuel Slater and Moses Brown were very much
alive and well prior to 1860.
As factories grew and spread, the need for labor
became more serious. American factories employed
whole families or adopted the famous Lowell Mills
system of hiring teenage farm girls. In some
respects, women were helped by these developments, at least until immigration increased. Paternalistic and rigid, employers developed a system of
long hours, low wages, and dismal working conditions. Although workers were used to this type of
existence on the farm, their lot was not enviable.
With wage labor dominating American business, employers became more and more powerful.
By the mid-nineteenth century, workers – especially skilled workers – began organizing into
unions. These early unions were sometimes political, guild-type groups, and almost invariably weak
organizations. In 1842, Massachusetts ruled in
Commonwealth v. Hunt that workers could organize into a union and could strike. This was a much
needed victory for workers and unions as America
transformed into an industrial society.
Focus Points
Learning Objectives
Once you have read the assigned pages in the text
and watched the video, you should be able to:
✓ Discuss the American economy’s industrial
transformation before 1860.
✓ Analyze the major immigrant trends in antebellum America and discuss how native-born Americans reacted.
✓ Explain the development of transportation,
including turnpikes, canals, steamboats, and railroads.
✓ Trace the changes in the communications industry and discuss the importance of technology in
American life.
✓ Discuss the emergence of the factory in America,
the rise of the corporation in American business,
American labor, the immigrant workforce, and
the early unions.
Key Terms and Concepts
After reading the assigned pages in your text and
watching the video, you should be able to identify
and explain the significance of the following.
artisans
Associated Press
B and O Railroad
Brown and Almy Company
DeWitt Clinton
Commonwealth v. Hunt
corporation
Erie Canal
factory
Charles Goodyear
Elias Howe
importance of whiteness
industrial ethnicity
interchangeable parts
Irish/German immigrants
Know Nothing Party
Lowell Mill girls
Samuel Morse
penny press
railroads
shanty Irish
L ESSON 16: REVOLUTION OF A D IFFERENT SORT
shoe industry
Isaac Singer
Samuel Slater
steamboats
telegraph
turnpikes
unions
Text Focus Points
These text focus points are the main ideas presented in this section of the textbooks. Read these
points carefully before reading the text. You may
want to take notes for future reference and study.
✓ The United States needed a population large
enough to sustain an industrial workforce.
Between 1800 and 1860, the United States not
only dramatically increased its population, but it
concentrated that workforce where it was most
needed – in the Northeast and Northwest.
✓ Population increase occurred due to natural
means (women having an average of 6 children)
and through immigration. As transportation
costs declined and economic opportunity
loomed in America, immigrants flocked to
American shores.
✓ German and Irish immigrants were the principal
ethnic groups, moving to both the industrial
Northeast and the agricultural West. Germans
migrated to the Northwest while the Irish stayed
in the Northeast. Cities grew as a natural result,
in New York, St. Louis, Pittsburgh, Cincinnati,
and Buffalo. Only in the South were immigrants
few in number by 1860.
✓ One consequence of this immigration trend was
hostility among the native-born population.
Appearing in many forms and guises, it reached
its culmination in the creation of the Know
Nothing Party in the late 1840s and 1850s.
✓ Transportation grew significantly before 1860
with turnpikes, canals, steamboats, and railroads.
From 1790 to the 1820s, the United States saw
the Canal Era as the Erie Canal was built. Huge
in scope and cost, the Erie stimulated more canal
building and domestic trade. Railroads emerged
in the 1820s replacing all other modes of transportation. By 1840, the railroad was supreme
because of its technology, speed, and reliability.
Lines appeared everywhere and cities like Chicago flourished.
83
✓ Communications changed too as the telegraph
and Morse code were developed. In journalism,
the Associated Press was created and the penny
press proliferated.
✓ The American factory appeared, characterized by
the use of interchangeable parts, industrial
machine tools, and by entrepreneurs like Charles
Goodyear and Elias Howe.
✓ By the mid-1840s, America’s market economy
was clearly visible. Business expanded, the corporation was adopted, and banking attempted,
albeit unsuccessfully, to meet the nation’s growing financial demands.
✓ America’s workforce transformed. Whole families worked in the factory. Lowell Mills girls were
hired in large numbers and the influx of immigrants kept pace. Inevitably, the low wages, poor
working conditions, and long hours led to union
development. Commonwealth v. Hunt was a
major step forward for union growth.
Video Focus Points
These video focus points are designed to help you
understand and get the most out of the video for
these sections of the texts. Read these points carefully before watching the video. You may want to
take notes for future reference and study.
✓ Between the 1820s and 1850s, the American
economy experienced the beginnings of an
industrial revolution. Population growth and
especially immigration contributed to industrial
growth.
✓ In the 1840s and 1850s, Irish and German
immigrants flocked to America. They came for a
variety of reasons. The Irish congregated in the
Northeast while the Germans migrated West.
Native-born Americans reacted, charging the
new immigrants with being unruly and not
Caucasian.
✓ The Industrial Revolution was furthered by
changes in transportation as internal improvements grew in importance. Canal mania, started
by the Erie Canal in New York, affected the population and trade. Railroads soon followed and
dominated the transport scene.
✓ Telegraph lines were built, the Morse code
developed, and communications improved. So,
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T HE UNFINISHED N ATION ( TO 1877)
too, did the newspaper business as technology
made the penny press a reality.
✓ All of these changes emphasized the diverging
paths of the North and the South. In the Northeast, technology helped industrialism, it also
replaced skilled artisans such as shoemakers.
American entrepreneurs like Samuel Slater and
Moses Brown also contributed their talents.
✓ As nascent corporations grew and factories
appeared, industry looked for workers. At first,
women filled the need. Eventually, whole families were hired. Immigrants were soon hired and
women moved to other trades.
✓ The Lowell Mill girls, under a paternalistic system, flourished for a short time in Massachusetts.
✓ American workers labored long hours for low
wages under terrible working conditions. Factories were displacing artisans and craftsmen. Salaried workers were at the mercy of their employer.
The result was the appearance of unions. Commonwealth v. Hunt was a major step for union
growth.
Critical Analysis
These activities are designed to help you examine
the material in this lesson in greater depth. It may
be necessary for you to conduct some additional
research (the Internet is an excellent resource).
Armed with what you have learned in this lesson
and your own research, carefully respond to each
of the following activities.
1. Before 1860, America experienced a significant influx of German and Irish immigrants.
Native-born Americans were not particularly
happy with these newcomers. Consider today’s
new immigrants – Hispanics and Asians. Do
you see any similarities in the way Americans
treat these newcomers as compared to the pre1860s period? Explain.
2. Women, children, and whole families worked
in the pre-Civil War factories. Wages were low,
conditions poor, and hours long. Have things
changed all that much for the American
worker in factory life? If so, what has changed?
Why? Can things be better? How?
3. Before 1860, America experienced a transportation revolution. Explain how improvements
in transportation spurred innovations in communication.
Practice Quiz
This quiz is designed to give you an idea of how
well you learned the material. Choose the correct
answers for each question and review any question
that you missed.
Matching – Match options a through d with items
1 through 4 below.
_____ 1. Industrial Revolution
_____ 2. Albert Gallatin
_____ 3. DeWitt Clinton
_____ 4. Steam Press
a. Erie Canal
b. Penny Press
c. Population growth
d. Canals
True/False – Determine whether each of the following statements is true or false.
_____ 5. In the 1840s and 1850s, one reason
Germans came to America was because
of a major potato famine.
_____ 6. Irish immigrants generally settled on
farms in the West.
_____ 7. Native-born Americans were generally
accepting of the new immigrants in the
1840s and 1850s.
_____ 8. Canals were the preferred mode of
transportation throughout the 1800s.
Fill in the Blank – Complete the following sentences with the missing word, concept, or person.
9. _______ ushered in a surge in the communications industry.
10. The _______ was just a way for a business to
organize the labor.
L ESSON 16: REVOLUTION OF A D IFFERENT SORT
11. _______, _______, _______ became centers
for manufacturing agricultural implements.
12. _______ was a Quaker and antebellum entrepreneur.
85
Essay – These questions are designed to help you
think about all you have learned. Consider them
carefully and then write your responses.
13. The majority of manufacturing activities up to
the Civil War took place in _______.
16. Analyze American industrialization before
1860, focusing on the contributions made by
immigration, transportation, and technology.
Multiple Choice – Select the correct answer.
17. Discuss the growth of the American factory,
concentrating on size, labor force, entrepreneurs, and characteristics of the factory.
14. In the 1840s and 1850s, which city had more
foreign-born than native-born residents?
a. Chicago
b. New York
c. Philadelphia
d. Charleston
15. In the 1840s and 1850s, many Irish immigrants were
a. young, single women.
b. young, single men.
c. children.
d. married men.
18. Evaluate American labor before 1860 by
answering the following:
a. identify the labor force
b. describe working conditions
c. explain worker reactions
d. comment on how successful worker
responses were
Answer Key
for the Practice Test
Lesson 1 From Days Before Time
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
c used numerical system and calendar
e used human sacrifice in religion
a Chickasaws, Choctaws, Creeks, Seminoles
b Bubonic Plague
d Prince Henry
False Text and Video
True Text and Video
True Text
True Text
Pueblo Revolt; Text and Video
Pigs, new livestock, or horse; Text and Video
Mestizo; Text
Matrilineal; Text
Francisco Coronado; Text
e Text and Video
e Text and Video
Lesson 2 – Turbulent Virginia:
Pirate Base ... Royal Colony
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
d Sir George Grenville
c Predestination
a Ireland
b fur trade
e New Amsterdam
False Text and Video
True Text and Video
False Text and Video
True Text and Video
“Starving Time”; Text
11.
12.
13.
14.
15.
16.
Lord De La Warr; Text
John Rolfe; Text
Headright system; Text and Video
George Calvert; Text
b Text
a Text
Lesson 3 – Saints and Strangers
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
e Sir William Berkeley
c Pilgrims
a Massachusetts Bay Company
b Rhode Island
d King Philip’s War
True Text
False Text
True Text
True Text
Puritans; Text and Video
Massachusetts Bay Company; Video
Town Meeting; Video
Anne Hutchinson; Text and Video
a Text and Video
a Text
Lesson 4 – The Lure of Land
1.
2.
3.
4.
5.
147
c
a
d
e
b
Maryland
Cromwell
Diversity
Quakers
Pennsylvania
148
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
T HE UNFINISHED N ATION ( TO 1877)
True Video
True Text
False Text
True Video and Text
Oliver Cromwell; Video
Charles II; Video
New York, New Jersey, Pennsylvania,
Carolina; Video
Women; Video
Puritans; Video
a Video
c Video and Text
Lesson 5 – Coming to America:
A Portrait of Colonial Life
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
d Slave ship
c Galen
a Colonial doctors
b German Palatinates
False Video
True Video
True Video
True Video
Edwin Morgan; Video
Africans; Video
Benjamin Franklin; Video
Scotch-Irish; Text
Slave Codes; Text
d Video
a Video
Lesson 6 – Divergent Paths
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
c Charles Town
d Salem Witch
a Town Meeting
b Colonial Court
e Great Awakening
True Video
True Video
False Video
True Video
George Whitefield; Video and Text
Peter Hasenclever; Text
Axe; Text
Stono Rebellion; Text
Dame Schools; Text
15. a Text
16. b Text
Lesson 7 – Strained Relations
1. c Immigrants of French descent
2. d Confederation of five Indian tribes
3. b Commander of the British garrison in
Boston
4. a Called for action against the Stamp Act
5. True Video
6. False Video
7. False Video
8. True Video
9. False Video
10. Paxton Boys; Text
11. Spain; Video
12. molasses; Video
13. East India Company; Text
14. Massachusetts Government; Video
15. d Video
16. b Video
Lesson 8 – Not Much of a War
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
d “Common Sense”
a Tories
b Declaration of Independence
c Home rule
e Green Mountain Boys
True Video
True Video
True Video
False Video
Sally Bache; Video
The Battle of Saratoga; Text
France; Text
Benedict Arnold; Text
Count Jean Baptiste de Rochambeau; Text
c Text
c Text
Lesson 9 – A Precarious
Experiment
1. c
Led a rebellion in New England
A NSWER K EY FOR THE P RACTICE T EST
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
d Basis of the post-Revolution government
b Established the grid system
a Proposed a “continental impost”
False Video
False Text
False Vdeo
True Video
True Video
Connecticut; Text
western lands; text
Statute of Religious Liberty; Text
Fallen Timbers; Video
New Orleans; Video
a Text
c Video
Lesson 10 – Vision for a Nation
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
d Virginia plan
a New Jersey plan
b Slavery
c All power rests in the people
True Video
True Text and Video
False Video
True Video
James Wilson; Video
states; Text and Video
Anti-Federalists, Federalists; Text and Video
Hamilton, Madison, Jay; Text and Video
Rhode Island; Video
d Text
c Text
Lesson 11 – Rivals and Friends
1. c
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
Federalist appointed Chief Justice by John
Adams at the end of his presidency
d Vice presidential candidate in 1800
b United States minister to France
a Chief justice of the Supreme Court
True Text
False Video
True Video
False Video
False Video
Pinckney’s; Text
Alexander Hamilton; Text
Quasi War; Video
13.
14.
15.
16.
149
Alien and Sedition; Video
Tammany Society; Text
c Video
a Video
Lesson 12 – Best Laid Plans...
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
c Louisiana Territory
d Berlin and Milan decrees
b Prophet
a Second Great Awakening
False Video
True Video
False Video
False Video
Spain; Video
$15 million; Video and Text
Sacagawea; Video and Text
Dolly Madison; Video
Andrew Jackson; Video and Text
c Text
d Text
Lesson 13 –Pressures from Within
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
d Proponent of the American System
c Commander in the Seminole War
a Monroe’s secretary of state
b Proposed an anti-slavery amendment
False Text
True Video
True Video
False Video
Black Belt; Text
John Jacob Astor; Video
Great American Desert; Text
Virginia Dynasty; Video
Panic of 1819; Video
a Text
c Video
Lesson 14: He Brought the People
With Him
1. c
2. a
Adams’ Vice President
Speaker of the House
150
T HE UNFINISHED N ATION ( TO 1877)
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
b Charles Dickinson
d Jackson’s inauguration
True Video
True Video
True Video
False Video and Text
Martin Van Buren; Text
Margaret Timberlake; Video
Robert Hayne; Text
Dorr Rebellion; Text
“Our Union, next to our liberty, most dear”
“Our Federal Union, It must be
preserved”; Text
14. b Text
15. d Text and Video
Lesson 15 – Legacy of an
Autocratic Ruler
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
c
d
a
b
President of the Bank of the United States
Chief justice of the Supreme Court
Radical Democrats from the Northeast
Sought to capitalize on Anti-Mason
sentiment
True Video
False Video
False Text
True Text
Removal Act; Video
Trail of Tears; Video
Henry Clay; Video
King Andrew I; Video
Panic of 1837; Text
a Text
d Video
Lesson 16: A Revolution of a
Different Sort
1.
2.
3.
4.
5.
6.
7.
8.
c Population growth
d Canals
a Erie Canal
b Penny Press
False Text and Video
False Text and Video
False Text and Video
False Text and Video
9.
10.
11.
12.
13.
14.
15.
Railroads; Video
Factory; Video
Cincinnati, St. Louis, Chicago; Video
Moses Brown; Video
small workshops; Video
a Text
a Text
Lesson 17: Worlds Apart
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
b Godey’s Lady’s Book
c the American Museum
d steel plows
a Mount Holyoke College
False Video
True Text
False Video
True Video
True Text
Irish, free blacks; Text
Catherine Beecher; Video
Oberlin; Text
minstrel show; Text
a Video
c Video
Lesson 18: Master and Slave
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
d Mrs. Benjamin Perry
c legalized slavery
a Maryland, Delaware, Virginia
b slave rebellion
True Video
False Video
False Video
True Text
Slave women; Video
Slave auction; Video
Christianity; Video
Factor; True
Northern states; Video
d Text
a Text
Lesson 19: Voices of Reform
1. d published the Liberator
A NSWER K EY FOR THE P RACTICE T EST
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
c escaped from slavery
b black anti-slavery activist and feminist
a prison reformer
True Text
False Video
True Text
True Video
Hudson River School; Video
Brook Farm; Text
Joseph Smith; Text
temperance; Video
phrenology; Text
a Text
c Video
Lesson 20: Manifest Destiny?
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
c To govern is to populate
b First legal settlement in Texas
a Alamo
d Spot Resolution
False Video
True Video
True Video
False Video
Californios; Video
slavery; Text and Video
Zachary Taylor; Text, Video
Popular Sovereignty; Text
Gold, John Sutter’s; Text and Video
c Text
b Text
Lesson 21: Decade of Discord
1. a
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
divided Clay’s compromise bill into
individual parts
d supported the “Young America”
movement
a assaulted a Massachusetts senator
b defeated Fillmore and Frémont in 1856
False; Video
True; Video
True; Text
False; Text
False; Video
benevolent diffusion; Video
Personal liberty laws; Text
Ostend Manifesto; Text
151
13. Gadsden Purchase; Video
14. c Text
15. a Video
Lesson 22: House Divided
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
d Abraham Lincoln
c CSA
a Fort Sumter
b Anaconda Plan
True; Video
True; Video and Text
False; Video
False; Video
Benjamin Butler; Video
G. McClellan; Video and Text
R.E. Lee; Video and Text
Line item; Video
90,000–100,000 men; Video
c Video and Text
c Video and Text
Lesson 23: Battle Cry
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
d Last Confederate general to surrender
e Often reluctant to commit troops to battle
b United States secretary of state
a Killed at Shiloh
c American minister to London
False Video
True Text
False Video
False Video
True Video
Monitor, Merrimac; Text
Peninsular Campaign; Text
Antietam; Video
Fredericksburg; Video
b Text
c Video
Lesson 24: Final Stages
1.
2.
3.
4.
d
a
c
b
Vicksburg
Replaced Joseph Hooker
Gettysburg
Chickamauga
152
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
T HE UNFINISHED N ATION ( TO 1877)
False Video and Text
True Video
False Video
False Text
“Grease”; Video
Jeb Stuart; Video and Text
P.G.T. Beauregard; Video
Cold Harbor syndrome; Video
G. McClellan; Video and Text
c Text
b Video
Lesson 25: What Price Freedom
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
d scandal during the Grant administration
c refers to the purchase of Alaska
e required an Ironclad Oath
b response to the Black Codes
a opposed the gold standard
True Text
False Video
True Text
True Text
reuniting the country, emancipation and
freedom; Video
11.
12.
13.
14.
15.
16.
Freedmen’s Bureau; Video
Fifteenth; Video
sharecropping; Text
Grantism; Text
a Video
d Text
Lesson 26: Tattered Remains
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
d Republican Party
c Perpetual debt
a Atlanta compromise
b Enforcement Acts
True Video
True Video
True Video
True Video
Landowners or merchants; Video and Text
leave in the middle of the night; Video
black women; Video
KKK; Video and Text
Samuel Tilden; Text
c Text
b Video