HISTORY POWERPOINT QUESTIONS (team of 4 students)
CHAPTER 11
Group 1 (a):
_____________________________________________, ___________________________________________
Teach the 1st Industrial Revolution in America during the late-1700.
Textile Factory:
(making cloth)
Richard Arkwright:
(In what way did Arkright’s machine improve the textile industry?)
Samuel Slater:
(textile mills)
Eli Whitney:
(interchangeable parts, mass production, and how they affect business)
Group 1 (b):
_____________________________________________, ___________________________________________
Teach the Working Conditions of Northeast America from 1800 to 1850?
Rhode Island System:
(mills system and structure; working lifestyle and working conditions)
Lowell System:
(working lifestyle and working conditions)
Lowell Girls and Children:
(why did they work and how were they treated)
Labor Reform:
(trade unions, strikes, Sarah G. Bagley and Lowell Female Labor Reform)
Group 2 (a):
_____________________________________________, ___________________________________________
Teach the Transportation Revolution in Northeast America from 1800 to 1850?
Steamboat Era:
(Robert Fulton, the Clermont, and its effect on transportation and business)
American Railroads:
(Peter Cooper, steam train, railroad tracks, and their effects)
Transportation Fuels:
(coal, timber, and environment effects)
Gibbons v. Ogden:
(business between states)
Group 2 (b):
_____________________________________________, ___________________________________________
Teach the Technological Inventions in the Northeast America from 1800 to 1850?
Communication:
(Telegraph, Morse Code, and its communication effects)
Farm Equipment:
(John Deere, Cyprus McCormick and their farming effects)
Home Devices:
(Isaac Singer and its effects)
CHAPTER 12
Group 3 (a):
_____________________________________________, ___________________________________________
Teach the development of the South’s Agrarian Society (agriculture) from 1800 to 1850.
Cotton Belt:
(The locations of the cotton producing states).
Cotton Gin:
(How did the invention impact cotton farming?).
The Cotton Boom:
(How did it improve the south’s economy?)
The Cotton Trade:
(Who were the sellers, buyers, transporters?)
Group 3 (b):
_____________________________________________, ___________________________________________
Teach and describe the Southern Society in the South from 1800 to 1850.
Plantations:
(How they look and how they work?)
Yeoman/Planters:
(What are the differences in farming cotton?)
Southern Lifestyle:
(Religious beliefs and treatment of slaves)
(How does it influence their willingness to fight for slavery?)
Group 4 (a):
_____________________________________________, ___________________________________________
Teach the origins and development of Slave System in the South from 1800 to 1850.
Slave Auctions:
(Describe how it functions)
Working conditions:
(What is a slave’s daily schedule like?)
Slave codes or Black codes:
(How do owners in the south control a slave?)
Slave Culture:
(What are folktales and spirituals?)
Group 4 (b):
_____________________________________________, ___________________________________________
Teach the Slave Uprising by slaves in the South from 1800 to 1850.
Nat Turner’s Rebellion:
(What are their rebellious strategies?)
Denmark Vesey:
(What are their rebellious strategies?)
Rebellious strategies:
(?)
CHAPTER 13
Group 5 (a):
_____________________________________________, ___________________________________________
Teach the reasons for the wave of Immigration from Northern Europe to the United States?
Immigration:
(Compare and contrast Irish and German immigration between 1840-60).
Nativists:
(Who are they? Why are they worried about immigrates?)
Know-Nothing Party:
(Who are they? How do they try to stop immigration?)
Urban Problems:
(How do tenements and cities create negative living conditions?)
Group 5 (b):
_____________________________________________, ___________________________________________
Teach the American Education System begin in Northeast America from 1800 to 1850?
Early Roots:
(How it start creating an education system?)
Religious Schools:
(How did they contribute?)
Public Schools:
(How did they contribute?)
Horace Mann:
(How did he contribute?)
Group 6 (a):
_____________________________________________, ___________________________________________
Teach America’s Art reflecting transcendentalism and individualism in Northeast America?
Transcendentalism, Self-Reliance, Individualism, and Utopian Communities:
Ralph Waldo Emerson:
(How his books and ideas influenced America?)
Henry David Thoreau:
(How his books and ideas influenced America?)
American Romantics:
Herman Melville:
(How his books and ideas influenced America?)
Nathaniel Hawthorne:
(How his books and ideas influenced America?)
Henry Longfellow:
(How his books and ideas influenced America?)
Group 6(b):
_____________________________________________, ___________________________________________
Teach the Woman’s Suffrage Movement in Northeast America from 1800 to 1850?
Elizabeth Cady Stanton:
(How did she support women’s rights?)
Lucretia Mott:
(How did she support women’s rights?)
Susan B. Anthony:
(How did she support women’s rights?)
Declaration of Sentiments:
(What were the rights women were fighting for?)
Seneca Falls Convention:
(How does this meeting affect women rights?)
Group 7 (a):
_____________________________________________, ___________________________________________
Teach the attempts to abolish slavery by the Abolitionist.
William Llyod Garrison:
(American Anti-Slavery Society, Liberator Newspaper)
Fredrick Douglass:
(What is the North Star and his famous speeches)
Sojourner Truth:
(How did she help to end slavery?)
Group 7 (b):
_____________________________________________, ___________________________________________
Teach the attempts to abolish slavery by the Abolitionist.
Harriet Tubman:
(How did she help to end slavery?)
Underground Railroads:
(How did it help to end slavery?)
Harriet Beecher Stowe:
(Uncle Tom’s Cabin) (Chapter 14)
Anti-slavery argument:
(How did they use the Declaration of Independence?)
CHAPTER 14
Group 8 (a)
_____________________________________________, ___________________________________________
Teach and discuss the Debate over Slavery: How does each support topic slavery?
State Rights Doctrine:
(How does this law try to support states idea of slavery?)
Fugitive Slave Act:
(How does this law support the South’s idea of slavery?)
Kansas-Nebraska Act of 1854:
(How does this law support the South’s idea of slavery?)
Dred Scott v. Sanford Case of 1857:
(How does this court-case support slavery?)
Group 8 (b):
_____________________________________________, ___________________________________________
Teach and discuss the Debate over Slavery: How does each support to end slavery?
Wilmot Proviso of 1846:
(How does this law support the North’s idea to end slavery?)
John Brown:
(How does he, through action, try to end slavery?)
Pottawatomie Massacre
Harpers Ferry Raid
House Divided Speech:
(What was Lincoln’s opinion?)
Group 9: (Period 4, 7 only)
________________________________, ___________________________________________
Teach and discuss the Debate over Slavery: How does each try to “compromise” or those who are pro-slavery
and anti-slavery in during Congress’s law making decisions?
Compromise of 1820:
(How does the law support Slave State and Free State ideas?)
Annexation of Texas & California:
(Free or Slave state: why?)
Henry Clay:
(How does he create “compromise” between the South and North?)
Compromise of 1850:
(How does the law support Slave State and Free State ideas?)
Lincoln-Douglas Debate of 1858:
(What are each persons argument?)