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Industrial Revolution and Westward
Expansion Stations
As you go to each area, follow the instructions listed for each station & write the
answers in your notebook or on your own piece of paper.
A. Read Chapter 27 – Sectional Differences (The Northeast, the South &
the Northwest Territory) to answer the following questions.
Northeast
1. Write 2 reasons why people moved to the North.
2. Write at least 2 challenges Americans faced living in the North.
3. What kind of jobs did people have or what did people do for a living in the North?
South
1. What was the South like?
2. What was their economy like? What kind of jobs were there?
Northwest Territory
1. Write 2 reasons why people moved to the West.
2. Write at least 2 challenges Americans faced living in the West.
3. What kind of jobs did people have or what did people do for a living in the West?
Bonus – fill out the North vs. West graphic organizer and answer the questions on the back
B. Crash Course U.S. History – Market Revolution
As you watch the video, write at least 7 facts that you’ve learned previously.
C. Two Samuels and One Eli
Read the handout and answer the following questions.
1. Why do you think Samuel Slater was the “Father of the American Industrial Revolution”?
2. Why was Samuel Morse so important to modern communication?
3. What did Eli Whitney’s invention unknowingly promote? Give several reasons why it was
a good or bad invention.
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How Much Cotton Can a Cotton Gin Clean?
Read the handout and answer questions 1 & 2 on the back of the worksheet
D. Food Costs and the American Farmer
Read the following and answer questions #1, 3, and 4
E. Child Labor in America
Read the handout and answer the following questions.
1. Where was child labor most common?
2. What was the popular opinion about child labor?
3. What were work hours like?
4. Why didn’t child labor laws work in the 1800s?
5. Why was photographer Hine important?
6. What were some of the standards set by the Fair Labor Standards Act?
7. How is child labor like today?
8. Do you think there should be international child labor laws? Why or why not?
F. Map – Sectionalism
Using the blank map, create a drawing that shows the sectional differences that existed
between the northern, southern and western states.
Required on map– what people did to survive or to made a living, challenges in that area, what
life looked like in that area, label each area as “West”, “North” and “South”.
G. Supply & Demand and Factors of Production
Complete the worksheet using what you know about supply and demand
H. Nationalism C-Notes
Copy the notes into your notebook using your own words.
DIRECTIONS FOR STATION A
A. Read Chapter 27 – Sectional Differences (The
Northeast, the South and the Northwest
Territory)
Northeast
1. Write 2 reasons why people moved to the North.
2. Write at least 2 challenges Americans faced living in the North.
3. What kind of jobs did people have or what did people do for a
living in the North?
South
1. What was the South like?
2. What was their economy like? What kind of jobs were there?
Northwest Territory
1. Write 2 reasons why people moved to the West.
2. Write at least 2 challenges Americans faced living in the West.
3. What kind of jobs did people have or what did people do for a
living in the West?
** Fill out the North vs. West graphic organizer and answer the
questions on the back.**
CHAPTER 27 – SECTIONAL DIFFERENCES
By the 1820’s it was clear that three major sections of the nation were developing. It was also clear
that these sections were very different from each other in way of life and even in way of thinking. The
larger the country grew, the greater the differences became.
THE NORTHEAST:
The northeast was turning more and more to industry and factories in what was called the
Industrial Revolution.
The Industrial Revolution was a time of changing how people worked and lived. Machines
were taking the place of hand tools. The steam engine and the electrical engine were taking the
place of work animals and water power.
Transportation and communication were becoming faster and cheaper all the time. Factories
sprang up. New industries began operation.
Textile factories, making cloth for clothing and other goods, grew rapidly in New England. By
1840 there were 700 cotton mills and 500 woolen mills in New England. More than fifty thousand
people worked in these factories.
Cities grew up around the factories. More and more people came to live in cities, although
there were still many small farms around.
In 1822 a Congregational minister named Timothy Dwight traveled around New England. Here
is what he had to say about the life of the people there:
“It is easy to live comfortably in New England. Any man who wants to work the least bit can
$125 to $250 a year. Such a man can easily buy himself a large farm in the new territories or a small
one in New England. Even someone who does want to work hard can earn enough to buy a small
house and to live a comfortable life.
Dwight pointed that New Englanders in the large cities ate too much and drank too much.
The New England winters were hard. They were particularly hard for the farmers trying to make
trying to make a living farming the hard, rocky soil.
These New England farmers began to develop a certain way of life. It was few-words-said and
fewer-dollars spent.
THE SOUTH:
The south produced the cotton that was made into cloth in New England. Since the textile
mills in New England were growing at a quick pace, more and more cotton was needed.
In 1793 an inventor, Eli Whitney, made it easy for the south to produce much more cotton.
Whitney invented a machine called the cotton gin.
Before Whitney’s invention, it had taken a field hand one day to take the seeds out of one
pound of cotton. A hand-run cotton gin could remove the seeds from fifty pounds of cotton a day. A
water-powered gin could clean a thousand pounds of cotton in a day.
Black slaves, brought from Africa, had been working the land in the south since before the
Revolutionary War. As the demand for cotton grew, more and more slaves were needed to plant,
hoe, pick and gin the crops. It was profitable to use slaves to grow the cotton. The slave was bought
and was never paid any wages. All the owner had to give a slave was a small cabin, some food and
a suit of clothing. Slaves could not quit. Their children became the property of their owner. In time of
hardship they could be sold like any other piece of property.
The climate in the south was much like the climate in Africa. The slaves were used to working in
the hot southern sun. The lower south became a one-crop area.
Timothy Flint was a man who visited the plantations in Louisiana around 1820. Here is some of
what he had to say:
“The planters of the south are, for the most part, rich and very happy to take in travelers.
Wherever I went I got some drink and a good meal. These plantation owners live in big homes
overlooking thousands of acres of cotton land. The fact that they are rich is due, I suppose, mostly to
slavery. In any case, they spend money more easily than any other group I have seen on my travels
around the United States. Most of their spare time is taken up with balls (dances) and parties. The
men dress handsomely, the women dress in the latest fashion. It is life one could easily get used to.”
The life of the slaves on the southern plantations was not so pleasant however. That life was
hard, with long work hours and little time for rest.
THE NORTHWEST TERRITORY:
After the War of 1812 and the defeat of the Indians at Fallen Timbers, more people moved to
the Northwest Territory.
Ohio had become a state in 1803. Soon Michigan, Illinois, Indiana and Wisconsin became states.
Land was cheap and good for growing many crops. People came from many parts of the
nation. From the south came poor whites who wanted land of their own. From the east came people
who wanted a place a way from the growing cities. From the northeast came people who wanted
better land to farm. They came by the thousands.
As the land became settled and the number of farms grew, small cities to support them also
grew. The cities had stores, lumber mills, saloons, and everything else that wen with “civilization”.
Life in the northwest was unlike that in the other sections of the country. People on outlying
farms lived in rough cabins. Water had to be brought from streams or rivers. Heat came from open
fireplaces.
Even life in the larger cities of the northwest was unlike life in the cities of the east. Frances
Trollope came to America in 1828. She wrote unfavorably about what she saw in the river city of
Cincinnati, Ohio:
“This city has none of the things needed for good living. There is no way of getting water easily.
The garbage from the city is placed in the middle of the street. Then the pigs of the city are set loose
on it, and soon it is gone. The men do nothing but…talk of the price of goods and produce (fruits and
vegetables). The women have nothing to do but look at each other to see what the other is
wearing.”
--America was changing. The population of the United States was no longer concentrated
(the greatest, the heaviest) along the eastern seaboard. In fact, by 1824, one-third of America’s
population lived west of the Appalachian Mountains. As the three sections of the nation developed
differently, so did the thinking of the people who lived in those section. Many people began to give
their loyalty to their section, rather than the whole United States as a whole.
New Englanders thought of themselves as “Yankees”, Southerners as just that, and
people in the territories as Westerners.
Factory life in the North
Why Moved To the North
What are some challenges?
FRONTIER LIFE IN THE WEST
Why moved to the West
What are some
challenges?
Imagine you are coming from Europe to live in America. You have a
choice between living in the North to work in the factories and living
in the West to start your own farm.
1. Which lifestyle would you choose:
______________________________________
2. Give at least two specific reasons why you chose that lifestyle
over the other.
3. What challenges would you face with the lifestyle you chose?
DIRECTIONS FOR STATION B
B. Crash Course U.S.
History – Market
Revolution
As you watch the video, write down information that
you’ve learned already or sound familiar.
List at least 7 facts/information from the video clip.
Station B – Crash Course U.S. History –
Market Revolution
Copy and paste into brower: http://youtu.be/RNftCCwAol0
OR
If you can’t get onto YouTube, copy and paste link into
browser:
https://www.dropbox.com/s/wqccrwby25zluk6/%2312%20Th
e%20Market%20Revolution%20Crash%20Course%20US%20History%20%2312.mp4?dl=0
DIRECTIONS FOR STATION C
C.
Two Samuels and One Eli
Read the handout and answer the following questions.
1. Why do you think Samuel Slater was the “Father of
the American Industrial Revolution”?
2. Why was Samuel Morse so important to modern
communication?
3. What did Eli Whitney’s invention unknowingly
promote? Give several reasons why it was a good
or bad invention.
How Much Cotton Can a Cotton Gin Clean?
Read the handout and answer questions 1 & 2 on the
back of the worksheet…
DIRECTIONS FOR STATION D
D.
Food Costs and the American Farmer
Read the handout, use the information you’ve
learned and answer questions #1, 3, and 4.
DIRECTIONS FOR STATION E
E. Child Labor in America
Read the handout and answer the following questions.
1. Where was child labor most common?
2. What was the popular opinion about child labor?
3. What were work hours like?
4. Why didn’t child labor laws work in the 1800s?
5. Why was photographer Hine important?
6. What were some of the standards set by the Fair
Labor Standards Act?
7. How is child labor like today?
8. Do you think there should be international child
labor laws? Why or why not?
DIRECTIONS FOR STATION F
F.
Map – Sectionalism
Using the blank map, create a drawing that
shows the sectional differences that existed
between the northern, southern and western
states.
Required on map–
• what people did to survive or to made a living
• challenges in that area
• what life looked like in that area
Label each area as “West”, “North” and
“South”
DIRECTIONS FOR STATION G
G. Supply & Demand and Factors of
Production
Complete the worksheet using what you know
about supply and demand
On your own paper, fill in the blanks and answer the questions
using what you know about supply, demand and price.
Factors of Production:
___________ – all natural resources such as oil, minerals, water, and animals
___________ – time and effort put in by humans, paid and unpaid
___________ – resources used to produce goods
Supply: specific amount of something
1. When supply goes up, price goes _______________
2. When supply goes down, price goes _____________
3. Write a scenario (example) where land influences the supply and price of
a good
4. Write a scenario (example) where labor influences the supply and price of
a good
5. Write a scenario (example) where capital influences the supply and price
of a good
Demand: how many people want a good, and how much they are willing to
pay for it.
6. When demand goes up, price goes _________________
7. When demand goes down, price goes ________________
8. Write a scenario (example) showing what happens to the price of a good
when demand goes up
9. Write a scenario (example) showing what happens to the price of a good
when demand goes down
DIRECTIONS FOR STATION H
H.
Nationalism C-Notes
Copy the notes into your notebook
using your own words.
Nationalism C-Notes
Adams prioritized security and expansion to the West.
Territory & Boundaries
The northern and western boundaries were settled.
Made several peace agreements with Britain.
Adams-Onis Treaty
Spain gave up Florida to the U.S. in a treaty in 1819
Spain and Portugal wanted to reclaim colonies in South America.
Russia was establishing herself in Alaska and California. They had trading posts in
California and were already in Alaska.
Monroe Doctrine
Americans were concerned with the European presence in North and South
America
A statement by President Monroe stating:
-
Definition: “stay out”
European attempts colonize in the Americas would be seen as
“dangerous to our peace and safety”
-
Do not create any new colonies in North or South America
-
The U.S. will not interfere with European affairs or existing colonies.
Nationalism Pushes America West
Americans moved out West in search of land and opportunity.
Expansion to the West
When Missouri applied for statehood there was a problem with the issue of
The Missouri
Compromise
slavery.
The addition of Missouri would offset the balance of “free states” versus “slave
states”.
Both the North and the South felt their way of life was threatened.
A temporary solution to the issue of slavery. It included:
What was it?
-
The admission of Maine (free)
-
The admission of Missouri (slave)
-
Maintain the balance (12/12)
A line was drawn across U.S. land. As new territories were added, they would be
either “free” or “slave” states depending on their location.
North of line – free
South of line - slave