BRAVE SURVEY
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CHAPTER 12 AND 13
THE NORTH AND THE SOUTH
Chapter 12 and 13
WELCOME BACK!
• BELL WORK – ON YOUR BELL WORK DOC
IN GOOGLE DRIVE - WHAT ARE SOME
DIFFERENCES BETWEEN THE REGIONS
OF THE NORTH AND SOUTH? DISCUSS
THE CULTURE, CLIMATE, ECONOMICS,
DEMOGRAPHICS, ETC.
Chptr 12/13 Workshop & Paper
• Each day you will be given research in the
form of an article, primary source doc, etc.
• As you read, take notes using the research
worksheets
• These will form the research for your
summative paper on the North/South which
will be handed out at the end of the research
days – you will have two days in class to type
the paper – due date to follow
DAY 1 Industrial
Revolution
• 1800’s first Industrial Revolution
increased division of North versus
South - took place before Civil War,
with another occurring after the War
• Read the article
• You will work with a partner to
complete the notes worksheet
• This research piece sets the context
of the growing divide between the
North and the South
DAY 1 Industrial
Revolution
• Worksheet Ex: #6 Daily work went FROM
1) home, small shops, outdoors,
craftsman, seed to table TO 2) repetitive,
monotonous work day, large factory,
dangerous conditions, use of women and
children
Day 2 Child Labor
• Lewis Wickes Hine was an American sociologist and
photographer. He used his camera as a tool for social
reform. His photographs were instrumental in
changing the child labor laws in the United States
• Read the field reports submitted by Lewis W. Hine
(Primary Source Documents) – Practicing the skill of
Inference, use the text evidence to find the answers to
the questions on the Notes Worksheet
• https://www.youtube.com/watch?v=EFe7nVKRS4&spfreload=10&scrlybrkr - Photo montage
stopped at 4:50
Day 3 Inventions
• Read the article & take notes in
binder on, “America’s First Steam
Locomotive, 1830” and answer ONLY
question #6 on the worksheet
• Group Work - use the packet of the 4
inventions to answer the rest of the
questions on the worksheet- each
person is assigned 1 of the
inventions to share out with the
group
Day 4 – Eli Whitney’s
Cotton Gin
• Read the article and take notes in your
binder
• Complete the Map Activity and the
comprehension questions on your own
(class example)
• Once you are finished with your analysis,
you will discuss the answers with a
partner
Day 5 & 6 – THE
SOUTH
SECTION 13.2 AND 13.3
Review
• Native Americans had strong ties to
land and a cultural base and therefore
could not be ruled
• 1600’s - slaves imported in the Colonies
by Dutch ships due to labor shortage
• Two themes – Economics and
Society/Culture intertwine to increase
the divide of our Nation as we head
towards the Civil War (Sectionalism)
Economics – Reviving
The South’s Economy
• Before American Revolution slaves grew
tobacco, indigo, and rice – when these
crops’ prices fell, demand and cost for
slaves did too
• Cotton had been grown for centuries
without profit – difficult to work with
because seeds had to be removed first
• Long-Staple (black seed) easy to do but not easy to
grow
• Short-staple hard to do but grows like weeds
Economics –The Cotton
En”gin”e
• 1790’s – demand for cotton in Europe grows
• 1793 - Eli Whitney perfects the removal of
seeds in short-staple cotton & revives economy
• So favorable that farmers abandon all other
crops = South is now a “One-Crop” Economy
• The “Cotton Belt” – nickname of land from
Texas to Northeast – due in part to development
of new cotton plants and Indian Removal Acts
Economics – Cotton
• By 1860 - production reaches 1 billion pounds –
brings new wealth, settlers, half of world’s
production, firmly establishes institution of
Slavery
• Costs little to market, could be stored, lighter to
transport
• Killed the land by sucking up nutrients – tried
Crop Rotation as a solution
• Sold to Northeast textile industry & Great
Britain which began building strong alliance with
the South (UH-OH)
• Built up other industries of soil chemistry,
marketing, shipping (steamboats), insurance
Economics –
Southern Industry
Attempts to diversify industry led to:
• Growing of corn, rice, sweet
potatoes, wheat, sugar cane
• 1803 – Saw Mill to process sugar
cane
• 1850’s about 50 million cotton mills
• Tredegar Iron Works – most
productive in nation – however all of
these small time compared to cotton
• “Cotton is King!”
Southern Society/Culture
• Antebellum (before the War) South was
painted as wealthy families, hospitality,
well treated slaves on beautiful plantations
that ran themselves
• Reality of 1800’s - Planters - small
number of wealthiest families, owned
slaves, powerful influence on the South,
political leaders
• Society also made up of Yeomen
farmers, poor whites, slaves, and free
African Americans – each contributed to
success of the South
Society – Planters
• Male head of household raised crops,
supervised slaves
• Wives ran plantation household oversaw raising of children, supervised
all slaves who worked in house
• Wives held dances and dinners where
Southern leaders discussed political
issues
• Marriages were arranged for
profit/business
• Slave women cooked, cleaned, took
care of Planters’ children
Society – Yeomen and Poor
Whites
• Yeomen - owners of small farms,
few to no slaves
• Whole family worked long days,
most alongside their slaves origins of working class
• Poorest whites lived on land that
could not be farmed for cash crops
• They hunted, fished, odd jobs for
money to survive
Society – Religion & Urban Life
• Wealthy southerners (Planters) used
their religion to justify their social
position in the South & the institute of
slavery – Mississippi - “God created
some people to rule over others”
• Revivals/Socials served as meeting
places since most plantations were
isolated - women played large role in
organizing these events
• Southern cities tried to appear as
modern as the North - slaves in cities
worked in shipyards, mills, domestic
servants, skilled labor
Society - Free African
Americans
• 1860 - about 250,000 Free African
Americans lived in the South
(descendants from Revolutionary freed
slaves, Haitian Revolution refugees, or
freed by slaveholder)
• Either rural paid laborers or urban skilled
Artisans
• Strong Social and Economic ties through
businesses such as barber shops;
churches were the center of social lives
Society - Free African
Americans
• Faced constant discrimination from
white southerners - laws limited rights
(no vote, travel, hold certain jobs)
• Most whites believed they could not
take care of themselves (imported here
far from own habitat & culture)
• Existence of Freed African Americans
threatened institution of slavery Mississippi, “The status of slavery is the
only one for which the African is
adapted”
Economics/Society The Slave System
• Entire economy of the South depended upon
the system - 3 slave types:
• Working in the field - gang-labor (all work on
same task at same time), sun up-sun down, eat
where you stand, everyone 10 and older
• Working in the Planter’s home - butlers,
cooks, nurses - better food, clothing, shelter
• Working at skilled jobs - in larger
plantations, blacksmith/carpentry, could sell
services and share profits with owners (in this
way skilled slaves earned money to buy
freedom for selves/family)
Life Under Slavery
• Auctions - Slaves were property not
people, bought/sold for profit
• Buyer could pay for slave & family
or choose not to
• Slave traders kidnapped Freed
African Americans and sold them
– Solomon Northup - wealthy,
freed man kidnapped in DC and
held for 12 years (12 Years A
Slave)
Life Under Slavery
•
•
•
•
Work from 3 am until 11 pm
Housing - dirt cabins, leaking roofs
Clothing - cheap, coarse fabric
Food - could keep their own
gardens and chickens
• Slave Codes - laws passed to
control them (no travel or literacy);
harsh punishments such as
dungeons, collars, whippings
Slave Culture
• Heritage kept alive through customs
and traditions
• Folktales - stories with a moral hidden messages to teach lessons
about survival under slavery
• Religion - came to see themselves
as God’s chosen people like
Hebrew slaves in Old Testament
• Spirituals - songs that expressed
religious beliefs
Slave Uprisings
• Many small rebellions such as
working slower or running away for
just a few days
• Violent revolts were rare but caused
fear in whites
• 1800 - Gabriel Prosser in VA stopped before began & executed
• 1822 - Denmark Vesey in SC stopped & executed
Slave Uprisings
• August 1831 Nat Turner’s Rebellion most violent - Southhampton County VA
• Believed God told him to end slavery
(Moses), led slaves to kill all
slaveholders and their families in the
entire county
• Killed 60 white people - 100 innocent slaves
not part of rebellion were caught and executed
by authorities
• Turner caught and executed - said revolt was,
“justified and worth death”
• Slave codes across South strengthened due to
growing fear
November 1831
CHPTR 12 &13 Summative
Paper
• TITLE THIS DOCUMENT, “CHAPTER 12
AND 13 SUMMATIVE PAPER”
• IN YOUR GOOGLE DRIVE
• CHOOSE NORTH OR SOUTH
• FOR EACH OF THE FOUR BODY
PARAGRAPHS, YOU WILL FIRST
SUMMARIZE EACH TOPIC (WHO, WHAT,
HOW, WHEN, DETAILS, ETC.) THEN
ANALYZE ITS IMPACT/EFFECT ON
THE REGION (the “So What”/WHY)
CHPTR 12 &13 Summative
Paper
• MLA FORMAT
• NO WORKS CITED OR IN-TEXT
CITATIONS NEEDED UNLESS YOU
USE AN OUTSIDE SOURCE
• .gov, .org, OR .edu
• PRINT IT OUT, STAPLE RUBRIC,
HIGHLIGHT YOUR BEST BODY
PARAGRAPH
• HAVE FUN!☺