Chapter 11
Review and Assessment
Key Terms
1. Industrial Revolution
2. nativists
3. spirituals
4. turnpikes
Comprehension and Critical
Thinking
5. (a) They were factory workers at mills
owned by Lowell and his associate. (b)
Possible answer: It was more efficient to
bring weaving and spinning into one
building.
6. (a) He devised the system of interchangeable parts. (b) It made manufacturing more efficient and lowered the
price of goods.
7. (a) Steamboats had to follow the paths
of rivers, while railroads could be built
in most places. (b) Both helped transport raw materials and products
between manufacturers and markets.
8. (a) The cotton gin enabled southern
planters to process cotton fiber more
quickly and to profit more from growing cotton. Northern manufacturers
could in turn make more cotton cloth.
(b) Because the cotton gin made growing cotton more profitable, planters
grew more cotton and so needed more
slave labor to work in the fields.
9. (a) Southerners argued that enslaved
people were better off than factory
workers because they didn’t have to
worry about unemployment, food,
shelter, or medical care. Northerners
said that workers were free to quit a job
and take another and didn’t suffer
abuse from owners. (b) Enslaved African Americans resisted by working
slowly, pretending not to understand,
breaking farm equipment, trying to
escape, and revolting.
10. (a) The roads were terrible—unpaved,
easily washed out with rain, dotted
with tree stumps. (b) Improved transportation made it easier for people to
travel west and settle in the backcountry and for farmers and merchants to
move their goods to market quickly
and cheaply. (c) Possible answers: As
immigrants arrived and headed west,
they needed ways to travel and routes
to travel over; Irish immigrants helped
to build canals.
408 Chapter 11
CHAPTER
11 Review and Assessment
Key Terms
Fill in the blanks with the correct key terms.
1. The _____ was the change in the way people
made goods beginning in the late 1700s.
2. People who wanted to keep immigrants out of
the country were called _____.
3. African Americans sang _____ to keep hope
during their difficult lives.
4. Travelers had to pay tolls on _____ in order to
pass.
Comprehension and Critical Thinking
5. (a) Describe Who were the Lowell girls?
(b) Apply Information How do you think the
Lowell system affected production?
6. (a) Identify What contribution did Eli Whitney
make to manufacturing?
(b) Identify Economic Benefits How did this
contribution benefit consumers?
7. (a) Summarize How did the physical limitations of steamboats differ from those of railroads?
(b) Draw Conclusions Why were both means
of transportation important to the growth of
industry?
8. (a) Summarize How did the cotton gin benefit
southern planters? How did it benefit northern
textile manufacturers?
(b) Analyze Cause and Effect How did the
cotton gin change life for enslaved people?
9. (a) Contrast What arguments did some southerners use to defend slavery? What were some
points raised by northern critics of slavery to
challenge those arguments?
(b) Apply Information What were some tactics that enslaved African Americans employed
in order to endure or resist slavery?
10. (a) Describe What were some of the difficulties Americans faced as they traveled west?
(b) Analyze Cause and Effect How did
improved transportation affect western settlement? How did it affect industry?
(c) Draw Conclusions How were immigrants
important to the transportation revolution?
11. (a) Recall How was slavery an issue in the
debate over Missouri’s statehood?
(b) Detect Points of View Why did northerners believe that it would be damaging to the
North if the South became more powerful in
the Senate?
History Reading Skill
12. Identify and Explain Central Issues Write a
paragraph that explains the issues central to the
Missouri Compromise. Orient the issues in the
context of the times and places in which they
occurred.
Writing
13. Write a paragraph explaining either the causes
or the effects of one of the following
developments:
• Industrialization of the North
• The cotton empire of the South
Your paragraph should:
• begin with a sentence that expresses your
main idea;
• indicate whether you will focus on the subject’s causes or its effects;
• expand on your main idea with facts, examples, and other information.
14. Write a Narrative:
Choose one of the inventions developed during
the first half of the nineteenth century. Write a
narrative that describes how people were
affected by the invention.
Skills for Life
Evaluate Internet Sources
Visit this Web site: www.eriecanalmuseum.org.
Then, use the information to answer the following
questions.
15. What seems to be the purpose of this Web site?
16. (a) What kinds of information can you find on
this page? (b) What other features and links
does it include?
17. What additional information does this Web site
give to supplement the information in your
textbook?
18. (a) Who is the provider for this site? (b) If you
were writing a paper about the Erie Canal, do
you think you could use the information on this
Web site? Why or why not?
408 Chapter 11 North and South Take Different Paths
11. (a) Missouri allowed slavery, and it
would upset the balance in Congress to
add a slave state. (b) Possible answer:
They feared that southerners might
expand slavery.
History Reading Skills
12. Possible answer: The Missouri Compromise arose because northerners wanted
to limit the spread of slavery, with
which they largely disagreed and
which was not important to their mostly industrial economy, and southerners
wanted to expand slavery because their
rural agricultural economy depended
on it. The admission of a free state and
slave state maintained the balance in
the Senate.
Writing
13. Paragraphs should demonstrate an
understanding of the importance of
these developments. Both had a profound effect on the economic and social
life of the country.
Chapter 11
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Review and Assessment
Test Yourself
1. D
1. Which of the following inventions did the most
to advance the connection between goods, raw
materials, and markets?
A interchangeable parts
Refer to the quotation below to answer
Question 3.
C telegraphs
D railroads
3. To which issue does this quotation refer?
2. In the mid-1800s, many immigrants came to the
United States from Ireland to escape
A revolutions.
A transportation
B slavery
C immigration
B famine.
D mass production
C political unrest.
3. B
“This momentous question, like a firebell in the
night, awakened and filled me with terror. I considered it at once as the knell of the Union. . . .”
B steamboats
2. B
D religious persecution.
Document-Based Questions
Answers
Document 1 Possible answer: In some
states, the enslaved population was larger
than the white population.
Document 2 Hughes describes being a
slave as having to report to and answer to
someone whenever he did anything or
went anywhere. He also describes how
ownership of an enslaved person could
change at any time, as with an animal.
Rubric: Write a Letter to the Editor
Task: Look at Documents 1 and 2, and answer their
accompanying questions. Then, use the documents
and your knowledge of history to complete this
writing assignment:
Write an essay describing what life was
like for enslaved African Americans in
the South. Use information from the
graph to explain why slaveholders felt
restrictive measures were necessary.
Document 1: This graph gives information about the
population of some slave-holding states in 1840.
Use the graph to make a generalization about the
South’s slave population.
Population in Selected
Southern States, 1840
“Well, I belonged to B., when I was a slave. My mother
belonged to B. But we was all slave children. . . .
Now I couldn’ go from here across the street . . .
[with]out I have a note, or something from my master. . . .
Whoever he sent me to, they’d give me another pass an’
I’d bring that back so as to show how long I’d been
gone. . . . An’ when I come back, why I carry it to my
master an’ give that to him, that’d be all right. But I
couldn’ jus’ walk away like the people does now. . . .
We belonged to people. They’d sell us like they sell
horses an’ cows an’ hogs an’ all like that. Have a auction
bench, an’ they’d put you on, up on the bench an’ bid
on you jus’ same as you bidding on cattle.”
White population
Enslaved population
GA
State
Document 2: The excerpt below is from a 1930s
interview with Fountain Hughes, born a slave in
1848 near Charlottesville, Virginia. How does Fountain Hughes describe what it meant to be a slave?
Share the rubric with students before they
begin writing.
Score 1 Is poorly organized, lacks defense
of the treatment of slaves.
Score 2 Has few details, meaning unclear.
Score 3 Is reasonably well written, shows
understanding of planter’s point of view.
(Possible details include: feelings of enslaved
people toward restriction and justifications for
restitution by slaveholders.)
Score 4 Has clear organization and is well
developed and creative, shows understanding of a southern planter’s point of
view, gives detailed defense of treatment
of slaves.
LA
SC
VA
100 200 300 400 500 600 700 800
Population (in thousands)
Source: U.S. Census of Population and Housing
Chapter Review and Assessment 409
14. Possible topics include the spinning jen- Skills for Life
17. It provides the history of the Erie Canal
ny, steam engine, interchangeable parts, 15. to give information about the Erie
and information about the canal boats.
telegraph, mechanical reaper, threshers,
Canal Museum
18. (a) The Erie Canal Museum (b) Yes,
sewing machine, and steamboats.
because it is sponsored by a nonprofit
Answer should indicate how the inven- 16. (a) history, exhibits, programs, memagency and has educational programs.
bership,
volunteer
information,
musetion changed the lives of people.
It is associated with the city of Syracuse.
um shops, special features, how to conFor a more complete four-point rubric, see
tact the museum, visiting hours
the Writing Rubrics in the Teaching
(b) 1850 Weighlock Building, museum
Resources.
tours, school programs, Syracuse Heritage Area Visitor Center
Teaching Resources, Unit 4, p. 111
Chapter 11 409