Name
Class
Date
Vocabulary Builder
The North
Section 1
Eli Whitney
Industrial Revolution
interchangeable parts
mass production
Richard Arkwright
Samuel Slater
technology
textiles
DIRECTIONS Read each sentence and fill in the blank with the word in
the word pair that best completes the sentence.
1. The
was a period of rapid growth in the use of
machines in manufacturing and production.
(interchangeable parts/Industrial Revolution)
2. The efficient production of large numbers of identical goods is called
. (mass production/Industrial Revolution)
3. Products with
are made from pieces that are exactly
the same. (interchangeable parts/textiles)
4. People began looking for ways to use machines to make items quickly and effi-
ciently, thus leading to the
.
(textiles/Industrial Revolution)
5. Englishman
patented a large spinning machine, called
the water frame, that ran on water power. (Samuel Slater/Richard Arkwright)
6.
was a skilled British mechanic who knew how to build
the new textile machines. (Samuel Slater/Richard Arkwright)
7. The tools used to produce items or to do work are called
. (textiles/technology)
8. Inventor
invented the cotton gin, a machine that
automated the separation of cotton seed from the cotton plant.
(Samuel Slater/Eli Whitney)
9. The first important breakthrough of the Industrial Revolution took place in how
, or cloth items, were made. (textiles/technology)
Copyright © by Holt, Rinehart and Winston. All rights reserved.
1
The North
Name
Class
Date
Vocabulary Builder
The North
Section 2
Sarah G. Bagley
Francis Cabot Lowell
Lowell system
Rhode Island system
strikes
trade unions
DIRECTIONS On the line provided before each statement, write T if a
statement is true and F if a statement is false. If the statement is false,
write the correct term on the line after each sentence that makes the
sentence a true statement.
______ 1. The Lowell system included practices such as hiring young unmarried
women from local farms to work in the textile mill.
______ 2. Sometimes union members staged protests called trade unions.
______ 3. The Lowell system was Samuel Slater’s strategy of hiring families and
dividing factory work into simple tasks.
______ 4. One of the strongest voices in the union movement belonged to Sarah G.
Bagley, who founded the Lowell Female Labor Reform Association.
______ 5. Francis Cabot Lowell was a businessman from New England who built a
loom that could both weave thread and spin cloth in the same mill.
______ 6. Groups that tried to improve pay and working conditions for their mem-
bers were called strikes.
______ 7. Mill owners advertised for “Men with growing families wanted” in sup-
port of the Lowell system.
______ 8. Workers on strike refuse to work until their employers meet their
demands.
Copyright © by Holt, Rinehart and Winston. All rights reserved.
2
The North
Name
Class
Date
Vocabulary Builder
The North
Section 3
DIRECTIONS Write two adjectives or descriptive phrases that describe
the term.
1. Clermont __________________________________________________________
2. Gibbons v. Ogden ___________________________________________________
3. Peter Cooper ______________________________________________________
4. Robert Fulton ______________________________________________________
5. Transportation Revolution ____________________________________________
DIRECTIONS Look at each set of four vocabulary terms following each
number. On the line provided, write the letter of the term that does not
relate to the others.
______ 6. a. Clermont
b. Robert Fulton c. Tom Thumb
d. steamboat
______ 7. a. Tom Thumb
b. steamboat
c. Peter Cooper d. locomotive
______ 8. a. coal
b. steel
c. fuel
d. wood
DIRECTIONS Read each sentence and fill in the blank with the word in
the word pair that best completes the sentence.
9. The Supreme Court ruled in the case of
that federal
law overruled state law. (Tom Thumb/Gibbons v. Ogden)
10. During the Transportation Revolution,
replaced wood
as the main source of power. (steel/coal)
11.
designed the first full-sized commercial steamboat,
called the
, in the United States.
(Peter Cooper/Robert Fulton); (Clermont/Tom Thumb)
12. The locomotive
, built by
started an interest in railroads in the United States.
(Clermont/Tom Thumb); (Peter Cooper/Robert Fulton)
,
13. A period of rapid growth in the speed and convenience of travel is called the
. (Transportation Revolution/Industrial Revolution)
Copyright © by Holt, Rinehart and Winston. All rights reserved.
3
The North
Name
Class
Date
Vocabulary Builder
The North
Section 4
John Deere
Cyrus McCormick
Samuel F. B. Morse
Morse code
Isaac Singer
telegraph
DIRECTIONS Match the names in the first column with the invention
or development with which they are associated from the second column by placing the letter of the correct definition in the space provided
before each term.
______ 1. Samuel F. B. Morse
a. developed the mechanical reaper
______ 2. John Deere
b. improved and marketed the sewing machine
______ 3. Isaac Singer
c. developed Morse code
______ 4. Cyrus McCormick
______ 5. Alfred Lewis Vale
______ 6. Elias Howe
d. perfected the telegraph
e. invented the sewing machine
f. designed a steel plow
DIRECTIONS Choose five of the vocabulary words from the word list.
Use these words to write a summary of what you learned in the section.
Copyright © by Holt, Rinehart and Winston. All rights reserved.
4
The North
Name
Class
Date
Biography
The North
John Deere
1804–1886
WHY HE MADE HISTORY John Deere was
a gifted inventor and businessman. His specially designed plow helped pioneers survive
in the western United States.
As you read the biography below, think about
how John Deere’s inventiveness influenced his
approach to manufacturing.
John Deere began his career as a blacksmith in
Vermont. Many people came to respect him for the
care he took in making various tools, such as shovels and pitchforks. Despite his success, Deere saw
manufacturing decline in the 1830s. He knew that
many people were heading to the western frontier.
In 1836, with his tools and a little money, Deere
arrived in Grand Detour, Illinois.
Deere began work almost immediately upon
his arrival. Pioneers needed many things from the
blacksmith. While talking with them, Deere learned
of a large problem they were facing. The cast-iron
plows that had worked fine in the Northeast could
not easily turn the heavy soil of the plains. Every
few feet, the farmer had to stop and scrap the dirt
and clay off the plow. This made the progress of
land development very slow. Many people were disheartened at these difficulties, and wanted to give
up farming and return to their homes back east.
Deere studied the problem. In 1837 he demonstrated his invention of a steel plow. This plow
enabled people to farm their land much more efficiently. Deere knew his new plow would be useful
to many pioneers. He thought about how to best
manufacture the plows. In those days, blacksmiths
VOCABULARY
pitchfork a long-handled
fork used to move hay
Copyright © by Holt, Rinehart and Winston. All rights reserved.
5
The North
Name
Class
Date
Biography
John Deere, continued
often took orders first and then built the product.
Deere decided to build the plows first and then sell
them. This was an innovative approach to business
that continues to influence manufacturing to this
day.
Deere produced 1,000 plows a year for 10 years
after his invention first became known. In 1848
Deere opened a factory in Moline, Illinois. Deere
continued to make changes in the design of his
plows and make improvements. He also began to
develop new products to help farmers.
Following Deere’s death in 1886, his company
continued to grow and still exists today. Deere &
Company is now a worldwide manufacturer of
farming equipment, tractors, and lawn mowers.
WHAT DID YOU LEARN?
1. Draw Conclusions Why do you think that plows were so important to the
pioneers?
2. Evaluate Why was John Deere’s way of manufacturing more efficient that the
previous method?
ACTIVITY
3. Imagine that John Deere won an award for his accomplishments. Prepare a speech
in his honor.
Copyright © by Holt, Rinehart and Winston. All rights reserved.
6
The North
Name
Class
Date
Biography
The North
Sara Bagley
1806–1847
WHY SHE MADE HISTORY Sarah Bagley
was an important leader in the early women’s
rights movement. Her experience as a cotton mill
worker led to the formation of an organization to
protect the women who toiled away in the mills
of Lowell, Massachusetts, during the mid-1800s.
As you read the biography below, think about
how Sarah Bagley’s determination led her to
become a powerful leader for women’s rights.
Women played a large role in manufacturing in
the 1800s. The town of Lowell, Massachusetts, was
thought to be a model factory town. The cotton
mills employed many women. The women mostly
came from small farms and villages in the North.
The mills provided a source of income at a time
when it was most needed. In 1836, Sarah Bagley
came to work at a cotton mill in Lowell.
Bagley and the other women endured long
hours and hard work. They stayed in boardinghouses when they were not at work. The mill owners enforced strict rules on the women, including
curfews and codes of conduct. The rooms were
cramped, with four women sharing one room.
Many boardinghouses consisted of four units, with
20 to 40 women per unit.
Despite the cramped living conditions, the
women continued to work hard in the mills. They
usually worked for 12 to 14 hours per day during
the week, and then half a day on Saturdays.
In the 1840s, the conditions in the factories
became even worse. Wages were cut, even though
the women were expected to increase production.
Bagley had grown tired of the conditions at work,
VOCABULARY
curfew requirement to be
in certain place at a certain time
Copyright © by Holt, Rinehart and Winston. All rights reserved.
7
The North
Name
Class
Date
Biography
Sarah Bagley, continued
so she organized the Lowell Female Labor Reform
Association in 1844. As president of the organization, Bagley led many of the mill workers to fight
for improved working conditions. They also wanted
working hours to be cut to 10 hours per day.
For more than a year, the group published pamphlets and gathered petitions in the hope of helping
to spark an investigation into working conditions by
the Massachusetts legislature. While no legal action
was taken, the mills agreed to reduce the workday to
11 hours per day.
Bagley left the mill in 1845 and organized other
branches of her labor reform association. Later
that same year, she was appointed corresponding secretary of the New England Working Men’s
Association.
In 1846, Bagley became the superintendent of
the Lowell telegraph office. She is believed to have
become the first female telegraph operator in the
United States.
WHAT DID YOU LEARN?
1. Draw Conclusions Why do you think Bagley believed she had to organize a labor
reform union rather than just asking the mill owners to make changes?
2. Evaluate What do you think the women from small farms thought when they saw
the large mills in Lowell? What kind of effect do you think these large buildings
and faster pace of life had on the women?
ACTIVITY
3. Imagine that you are a worker at a mill in Lowell during the 1800s. Write a diary entry
describing a typical day. Be sure to describe your working and living conditions.
Copyright © by Holt, Rinehart and Winston. All rights reserved.
8
The North
Name
Class
Date
Biography
The North
Samuel Slater
1768–1835
WHY HE MADE HISTORY Samuel Slater
has been called the “Father of American
Industry.” His contributions to the textile
industry helped to jumpstart the Industrial
Revolution in the United States.
As you read the biography below, think about
how Samuel Slater’s knowledge of successful
textile mills in Britain helped him energize the
American mills.
Born in England, Samuel Slater eventually became
an apprentice at a successful textile mill. His math
skills and ability to organize helped him in daily
calculations and bookkeeping. In addition, Slater
also learned the mechanics of cotton manufacturing. He spent seven years in his apprenticeship and
witnessed the booming British textile industry.
Slater realized that the textile industry in England
was already established, but the American industry was still waiting for its big break. Slater saw the
opportunity and fled England in disguise. At the
time, skilled mechanics like Slater were not allowed to
leave England. The British did not want to lose their
hold on the market by sharing its talented tradesmen.
Nonetheless, Slater, dressed as a laborer, boarded a ship
headed for the United States. He was 21.
Slater began working at a small textile mill in
New York in 1789. That same year, a man named
Moses Brown was looking for a person who understood textile machines. Brown’s mill in Rhode
Island was not able to produce cloth as he had
hoped. The spinning frames in the mill were hard
VOCABULARY
textile a woven or knit
cloth
Copyright © by Holt, Rinehart and Winston. All rights reserved.
9
The North
Name
Class
Date
Biography
Samuel Slater, continued
to use by hand, but were not designed to work by
water-powered.
Slater and Brown met in 1790. Slater was not
impressed with the quality of Brown’s machines. He
contracted with Brown to reproduce the machines
that had enabled the success of the British textile
mills. Amazingly, Slater achieved this task by relying
only on his memory of the machines he had used
and managed in England.
In 1793 the first mill was replaced with a new
one in Pawtucket. In 1798, Slater built another mill
under his new partnership, called Samuel Slater and
Company. More mills followed and he became very
wealthy.
Slater’s ideas for organizing a workforce also
helped in his success. He employed entire families
to work at the mills. Towns formed around the mill
sites. The textile industry exploded in the United
States. For this reason, Slater is recognized as the
“Father of American Industry.”
WHAT DID YOU LEARN?
1. Draw Conclusions Why did England ban skilled tradesmen like Samuel Slater
from leaving the country?
2. Expressing and Supporting a Point of View Do you think it was important for
the United States to produce its own textiles? Provide reasons or examples to support your point of view.
ACTIVITY
3. Do research to find more information about mill towns. Create a travel brochure
for a town of your choice. Describe the town and write it about what it has to
offer potential workers. Use illustrations and quotations.
Copyright © by Holt, Rinehart and Winston. All rights reserved.
10
The North
Name
Class
Date
Literature
The North
Mark Twain Pilots a Steamboat
ABOUT THE READING Mark Twain wrote
Life on the Mississippi in 1883, in which he
describes his adventures as a club pilot of a
steamboat on the Mississippi River. In this
humorous excerpt, he has persuaded the pilot
of the Paul Jones to teach him the stretch of
the river between New Orleans and St. Louis.
VOCABULARY
sterns rear parts of a ship
levee an embankment
next to a river
flaying criticizing harshly
imminent about to happen
prudence good sense
As you read the passage below, pay attention to
how the author uses humor as he tells the story.
A Cub Pilot’s Experience
The boat backed out from New Orleans at four in
the afternoon, and it was “our watch” until eight.
Mr. Bixby, my chief, “straight-ended her up,” plowed
her along past the sterns of the other boats that lay
at the levee, and then said, “Here, take her, shave
those steamships as close as you’d peel an apple.” I
took the wheel and my heart went down into my
boots; for it seemed to me that we were about to
scrape the side off every ship in the line, we were so
close. I held my breath and began to claw the boat
away from the danger, and I had my own opinion
of the pilot who had known no better than to get us
into such peril, but I was too wise to express it. In
half a minute I had a wide margin of safety intervening between the Paul Jones and the ships, and
within ten seconds more I was set aside in disgrace
and Mr. Bixby was going into danger again and
flaying me alive with abuse of my cowardice. I was
stung but I was obliged to admire the easy confidence with which my chief loafed from side to side
of his wheel and trimmed the ships so closely that
disaster seemed ceaselessly imminent. When he had
Exaggeration is often used as a
technique in humorous writing.
Underline two examples in the
first paragraph.
Source: Adventures in American Literature, Harcourt; “A Cub Pilot’s
Experience”; copyright 1959 by Charles Neider; Harper & Row,
Publishers, Inc.
Copyright © by Holt, Rinehart and Winston. All rights reserved.
11
The North
Name
Class
Date
Literature
Mark Twain Pilots a Steamboat, continued
cooled a little he told me that the easy water was
close ashore and the current outside, and therefore
we must hug the bank upstream, to get the benefit
of the former, and stay well out downstream, to take
advantage of the latter. In my own mind I resolved
to be a down-stream pilot and leave the upstreaming to people dead to prudence. . .
The watch was ended at last, and we took supper
and went to bed. At midnight the glare of a lantern
shone in my eyes. . .
Here was something fresh—this thing of getting
up in the middle of the night to go to work. It was
a detail in piloting that had never occurred to me
at all. I knew that boats ran all night but somehow
I had never happened to reflect that somebody had
to get up out of a warm bed to run them. I began to
fear that piloting was not quite so romantic as I had
imagined it was; there was something very real and
work-like about this new phase of it.
Why do you think Bixby calls the
water close to shore “easy water”?
ANALYZING LITERATURE
1. Main Idea Why did Mr. Bixby get so angry with Mark Twain?
2. Critical Thinking: Making Predictions Do you think Mark Twain will make a
good steamship pilot?
3. Activity You have just finished your first watch as a steampship pilot. Write a let-
ter home describing the realities of your first day as a steamship pilot. Write about
your challenges and accomplishments.
Copyright © by Holt, Rinehart and Winston. All rights reserved.
12
The North
Name
Class
Date
Primary Source
The North
Lucy Larcom, Working in a
Lowell Mill
ABOUT THE READING Workers in the
Lowell, Massachusetts, textile mills were
mostly young women. One of these young
women was Lucy Larcom, who began working
in the mills at age 11. Later in her life Larcom
wrote about her years in Lowell. Below is
an excerpt from her autobiography, A New
England Girlhood.
VOCABULARY
bobbins thread holders
frolicking playing
ploughed plowed
evaded avoided
unceasing unending
As you read think about how Larcom adapted to
the regulations of mill work.
I went to my first day’s work in the mill with a light
heart. The novelty of it made it seem easy, and it
really was not hard just to change the bobbins on
the spinning-frames every three-quarters of an hour
or so, with half a dozen other little girls who were
doing the same thing. When I came back at night,
the family began to pity me for my long, tiresome
day’s work, but I laughed and said, “Why, it is nothing but fun. It is just like play.”
And for a while it was only a new amusement;
I liked it better than going to school and “making
believe” I was learning when I was not. And there
was a great deal of fun mixed with it. We were not
occupied more than half the time. The intervals
were spent frolicking around the spinning-frames,
teasing and talking to the older girls, or entertaining ourselves with games and stories in a corner, or
exploring, with the overseer’s permission, the mysteries of the carding-room, the dressing room, and
the weaving-room.
The newness of the job made it
seem fun to Larcom at first.
Source: A New England Girlhood by Lucy Larcom. Peter Smith
Publishers, 1889.
Copyright © by Holt, Rinehart and Winston. All rights reserved.
13
The North
Name
Class
Lucy Larcom, Working in a Lowell Mill, continued
I never cared much for machinery. The buzzing
and hissing of pulleys and rollers and spindles and
flyers around me often grew tiresome. . . But in a
room below us we were sometimes allowed to peer
in through a sort of blind door at the great waterwheel that carried the works of the whole mill. It
was so huge that we could only watch a few of its
spokes at a time, and part of its dripping rim, moving with a slow, measured strength through the
darkness that shut it in. . .
Date
Primary Source
In some mills, one huge waterwheel powered all the machines in
the mill.
After working in the mill for a while, Larcom
returned to school.
When I took my next three months at the grammar school, everything there was changed, and I too
was changed. The teachers were kind and thorough
in their instruction, and my mind seemed to have
been ploughed up during that year of work, so
that knowledge took root in it easily. It was a great
delight to me to study, and at the end of the three
months the master told me that I was prepared for
the high school.
But alas! I could not go. The little money I could
earn—one dollar a week, besides the price of my
board—was needed in the family, and I must return
to the mill. . .
The printed regulations forbade us to bring
books into the mill, so I made my windowseat into
a small library of poetry, pasting its side all over
with newspaper clippings. . .
Some of the girls could not believe that the Bible
was meant to be counted among the forbidden
books. We all thought that the Scriptures had a
right to go wherever we went, and that if we needed
them anywhere, it was at our work. I evaded the law
by carrying some leaves from a torn Testament in
my pocket. . .
Still, we did not call ourselves ladies. We did not
forget that we were working girls, wearing coarse
The girls lived on company property. Part of their pay was kept
by the company to pay for their
lodging.
Doing the same kind of work
again and again could become
boring, so many girls would paste
reading materials up on the walls
around them.
Copyright © by Holt, Rinehart and Winston. All rights reserved.
14
The North
Name
Class
Lucy Larcom, Working in a Lowell Mill, continued
Date
Primary Source
aprons suitable to our work, and that there was
some danger of our becoming drudges. I know that
sometimes the confinement of the mill became very
wearisome to me. In the sweet June weather I would
lean far out of the window, and try not to hear the
unceasing clash of the sound inside. Looking away
to the hills, my whole stifled being would cry out,
“Oh, that I had wings!”
WHAT DID YOU LEARN?
1. How did Larcom feel about mill work at first?
2. In general, do you think that Larcom was pleased that she had worked in a mill?
Explain your position and provide examples from the text to support it.
Copyright © by Holt, Rinehart and Winston. All rights reserved.
15
The North
Name
Class
Date
History and Geography
The North
The Transportation Revolution
The railroad probably affected life in the United States more than any
other invention during the 1800s. As more and more railroads were
built, cities and towns sprang up along railroad lines across the country.
The nation’s economy grew rapidly as railroads made it easier to transport resources, such as coal and timber, from one area of the country
to another. Railroads often would haul goods to ports along rivers and
lakes where steamboats would take the goods and carry them farther.
The map below shows major railroad routes in the United States around
1850. It also shows areas where coal and timber were found.
K E
,A
3UPER
IOR
3T
,AW
R
2I V E
ER
E
NC
64
,A
#HICAGO
,AKE-ICHIGAN
RI ).
5./2'!.):%$
4%22)4/29
/H
2IVER
).$)!.
4%22)4/29
0!
.*
$%
R
I VE
6!
/
$#
+9
.#
4.
3#
!2
.
7
!,
-3
48
!4,
-$
IO
#ARBONDALE
-/
.9
#4
/(
2
R
2IVE
),
-!
2)
RIE
E%
K
,A
-)
#OAL
#ITY
)!
IO
NTAR
,/
IPPI
SO
U
7)
S
IS
S
-I
-I
SS
.(
K
RON
(U
E
$!+/4!
4%22)4/29
-%
'!
%
3
,!
&,
MAP ACTIVITY
1. Circle the areas on the map that show where coal was found.
2. Place a box around the areas on the map that show where timber was found.
Copyright © by Holt, Rinehart and Winston. All rights reserved.
16
The North
Name
Class
The Transportation Revolution, continued
Date
History and Geography
3. Use a bright color to trace a railroad route that connects Massachusetts to
Pennsylvania.
4. Suppose you want to build a railroad line that would make it easy to transport
coal from Illinois to Texas. Use a dark color to draw the route your railroad would
cover.
5. Shade the state that seems to have the most deposits of coal according to the map.
ANALYZING MAPS
1. Place If a train were traveling from Tennessee to South Carolina in 1850, what
other state would it pass through?
2. Region In what part of the country were most railroads built in the 1850s?
3. Movement Why do you think that some railroad lines were built along the Great
Lakes?
4. Interpreting How does the location of natural resources affect where railroads
were built?
5. Evaluating Why do you think that it was important to transport natural resources
to the East and Northeast?
EXTENSION ACTIVITY
You are riding on a train in 1850. Using the first person, write three
travel journal entries to describe what you might see on your journey.
Be sure to include the date on each of your entries.
Copyright © by Holt, Rinehart and Winston. All rights reserved.
17
The North
Name
Class
Date
Social Studies Skills
The North
Participation
Personal Convictions and Bias
LEARN THE SKILL
Personal convictions are those ideas that a person believes strongly.
Convictions may or may not be supported by facts or by reality.
Convictions may be guides by which a person lives, such as believing
that it is wrong to gossip. Convictions may include beliefs about others,
such as believing that persons of a particular group have certain characteristics. That kind of conviction or belief may be a prejudice. Prejudice
means believing something, often negative, about a person or a group
without any evidence whatsoever.
When a person’s convictions affect the way he or she looks at information, these convictions may be a bias. A bias is an inclination or a
prejudice for or against someone or something. A bias may be supported by some facts. A person’s convictions may create bias or strengthen
bias that is already there. Convictions and bias can prevent you from
evaluating information accurately. If you are biased, you may ignore
evidence that conflicts with your convictions or prejudices. Good
researchers are aware of their convictions and biases and do not let
those convictions affect the accuracy of their work.
PRACTICE THE SKILL
Some people have the conviction that some breeds of dogs are “born to
bite”—that no matter how they are raised or trained, these breeds are
always dangerous. Write a short paragraph explaining how you would
investigate this claim. Do you think that people who have this conviction are biased or prejudiced? Explain your answer.
APPLY THE SKILL
Read the statement below, from a history of the transportation revolution in the 1800s. Write a paragraph about the convictions and biases
that might have caused people to hold such beliefs at the time.
A group of Boston doctors warned that bumps produced by trains
traveling at 15 or 20 miles an hour would lead to many cases of “concussion of the brain.” An Ohio school board declared that “such things
as railroads . . . are impossibilities . . .”
Source: http://www.digitalhistory.uh.edu/database/article_display_
printable.cfm?HHID=600
Copyright © by Holt, Rinehart and Winston. All rights reserved.
18
The North
Name
Class
Date
Focus on Writing
The North
Newspaper Advertisement
You work for an advertising agency. Choose one invention introduced
during the Industrial Revolution and design a newspaper advertisement
to persuade readers to buy or use the invention.
PREWRITING
1. Noting Inventions Complete a chart like the one below to describe the inven-
tions in this section. Information about one invention has been listed to get you
started.
Invention
Inventor
Description/Benefits
Water frame
Richard Arkwright
Could create dozens of
threads at same time;
lowered the cost of cotton cloth/increased the
speed of production
2. Recognizing Benefits Add benefits of the textile machines to the third column of
your chart.
3. Describing Travel Inventions Add the steamboat and locomotive to your chart.
Tell who was involved in their development. How did they change life for people
in the United States? How might you convince readers to use them?
4. Describing Technical Advances Add notes about the inventions mentioned in
this section to your chart. Then, look back over your notes. For which invention
will you write your advertisement?
Copyright © by Holt, Rinehart and Winston. All rights reserved.
19
The North
Name
Class
Date
Focus on Writing
Newspaper Advertisement, continued
WRITING
5. Writing a Newspaper Advertisement Choose one invention to advertise. Then,
begin your advertisement with a catchy heading. Include an introductory sentence that describes the invention. Then, tell the benefits of the invention and
who will use it. End with a call to action that tells your readers to buy or use the
invention. Finally, choose an illustration to accompany your advertisement.
Remember that newspaper advertisements have only a few lines of text with
which to grab and hold the reader’s attention. Use short, concise sentences to
describe the invention of your choice.
EVALUATING AND PROOFREADING
6. Evaluating Your Newspaper Advertisement Is your advertisement persuasive
enough to convince readers to buy or use the invention? Use the questions below
to evaluate and revise your advertisement.
Rubric
•
•
•
•
Does the advertisement begin with a catchy title?
•
•
Have you included an illustration to grab your readers’ attention?
Does the introductory sentence describe the invention?
Does the text tell the benefits of the invention and who can use it?
Does your concluding sentence give a call to action that tells readers to buy or
use the invention?
Is the advertisement as a whole persuasive?
7. Proofreading Your Advertisement To perfect your advertisement before sharing
it, check the following:
•
•
Capitalization and spelling of all proper names and places
Punctuation, grammar, and spelling
Copyright © by Holt, Rinehart and Winston. All rights reserved.
20
The North
Name
Class
Date
Chapter Review
The North
BIG IDEAS
1. The Industrial Revolution transformed the way goods were produced in the
United States.
2. The introduction of factories changed working life for many Americans.
3. New forms of transportation altered business, travel, and communication in
the United States.
4. Advances in technology led to new inventions that continued to change daily
life and work.
REVIEWING VOCABULARY, TERMS, AND PEOPLE
In the space provided, write the vocabulary term that best matches each
description.
________________________ 1. period of rapid growth in the use of machines in
manufacturing and production
________________________ 2. tools used to produce items or to do work
________________________ 3. parts of a product made to be identical, making final
products easier to assemble, and broken products
easier to fix
________________________ 4. efficient production of large numbers of identical
goods
________________________ 5. allowed farmers to buy his reapers on credit
COMPREHENSION AND CRITICAL THINKING
Read each of the following pairs of sentences, and cross out the FALSE
sentence.
1. a. In 1832 Samuel Morse perfected the telephone.
b. In 1832 Samuel Morse perfected the telegraph.
2. a. Inventions such as John Deere’s iron plow made farming easier.
b. Inventions such as John Deere’s steel plow made farming easier.
3. a. Matches were introduced in the 1830s, and the safety pin was invented in 1849.
b. Matches were introduced in the 1830s, and iceboxes were invented in 1849.
4. a. Eli Whitney claimed he could mass-produce muskets.
b. Eli Whitney claimed he could mass-produce cannons.
Copyright © by Holt, Rinehart and Winston. All rights reserved.
21
The North
Name
Class
Date
Chapter Review
The North, continued
REVIEWING THEMES
Using the themes listed below, determine which relate to each
statement.
Themes
geography
politics
technology and
innovation
economics
society and
culture
religion
________________________ 1. New England had many rivers and streams that pro-
vided power for textile mills.
________________________ 2. Many Americans realized that the United States had
been relying too heavily on foreign goods.
________________________ 3. The steamboat and the railroad increased the pace of
American life.
________________________ 4. The growth in communication, trade, and travel
encouraged the development of new towns and
businesses.
________________________ 5. More than 500 steamboats were in use by 1840.
REVIEW ACTIVITY: MUSEUM EXHIBIT
What types of exhibits would you include in a museum to show how
technology changed America in the early 1800s? Would some parts
of your museum be interactive, allowing visitors to climb up into the
exhibits? On a separate sheet of paper, make a map of one room, showing what exhibits you would include there. Label the exhibits clearly.
Some ideas for possible exhibits have been listed below. Add to or
change these to make your museum room interesting for people of all
ages.
icebox
spinning jenny
model steamboat
Tom Thumb photo
steam engine
musket
steel plow
Morse code message
Seth Thomas clock McCormick reaper power loom
photo of mill/
workers
Copyright © by Holt, Rinehart and Winston. All rights reserved.
22
The North
The North
Teacher’s Interdisciplinary Project
Math
Using Measurements
OVERVIEW/PURPOSE
Students will learn how much the growth and development of the United States depended on a
uniform system of measurements. Focusing on distance and area measurements, students will
learn how early surveyors made measurements to be used for transportation and land holdings.
Focusing on volume measurements, students will see how farmers used measurements as they
processed maple sap into syrup and divided it into measured containers for sale. Students will also
learn how machine measurements were important to industrial production.
PLANNING
Time Suggested
Two 45-minute blocks
Materials
•
•
•
•
•
•
•
yardstick
rulers
white chalk
Student Handout 1: “Measuring Up”
Student Handout 2: “Keeping Track: Measurement Record”
Student Handout 3: “Graphic Organizer”
Student Handout 4: “A Sweet Treat for Early Settlers”
Resources Online
http://ts.nist.gov/ts/htdocs/230/235/appxc/appxc.htm
Benjamin Banneker: Surveyor, Astronomer, Publisher, Poet. Charles Cerami, Charles A. Cerami,
Robert M. Silverstein. Wiley, 2002.
Preparation
•
•
Schedule time each day for students to complete projects in class.
Make a note to have students add a second set of stride and hand span measurements to the
project during the final week of the school year.
Group Size
Students will be paired for Step 4; for all other steps, the entire class will work together.
Copyright © by Holt, Rinehart and Winston. All rights reserved.
23
The North