introduce the unit the nation expands - genevaschools.org · 4 1790—1860 the nation expands ......

4 1790—1860

The NationThe NationExpandsExpandsChapter 12 The NorthChapter 13 The SouthChapter 14 New Movements in AmericaChapter 15 A Divided Nation

UNIT

378

Unit Resources

378 UNIT 4

Introduce the UnitShare the information in the chapteroverviews with students.

Chapter 12 During the early 1800sthe Industrial Revolution dramaticallychanged the way in which goods weremade. Americans’ lives changed as well,as many people began working in facto-ries. These changes were coupled withdramatic advances in transportation andtechnology.

Chapter 13 The invention of the cot-ton gin created a new cash crop for theSouth—cotton. This crop soon domi-nated the southern economy. Cottonproduction depended heavily on slavelabor. Enslaved Africans were forcedto perform hard labor and sufferedterrible conditions. Nonetheless, slavesdeveloped a rich culture and a deepreligious sense.

Chapter 14 In the mid 1800s, wavesof immigrants led to rapid growth ofcities and a rise in urban problems.Meanwhile, a number of Americansbegan working to reform society, improvewomen’s rights, and end slavery. ManyAmericans began to look for moreintense meaning in their lives throughdeeper religious commitment, philosophy,and Romantic art and literature.

Chapter 15 In the mid-1800s tensionsbetween the North and the South height-ened over slavery. These tensions wereincreased by political divisions thatculminated in 1860 with the election ofAbraham Lincoln. As a result, severalsouthern states seceded from the Union.

Planning Differentiated InstructionTeacher Management System:Unit Instructional BenchmarkingGuides

One-Stop Planner CD-ROM withTest Generator: Calendar Planner

Power Presentations with VideoCD-ROM

A Teacher’s Guide to Religion inthe Public Schools

DifferentiatingInstruction

Differentiated InstructionTeacher Management System:Lesson Plans for DifferentiatedInstruction

Pre-AP Activities Guide forUnited States History

Differentiated InstructionModifi ed Worksheets and TestsCD-ROM

EnrichmentCRF 12: Interdisciplinary Project:Using Measurements

CRF 15: Economics and History:Economic Rivalry

Civic Participation Activities Primary Source Library CD-ROM

Assessment Progress Assessment SystemSolution: Unit Test

OSP ExamView Test Generator:Unit Test

Holt Online Assessment Program,in the Premier Online StudentEdition

Alternative Assessment Handbook

Copyright © by Holt, Rinehart and Winston. All rights reserved.

The United States continued to grow insize and wealth, experiencing a new revo-lution of technology and business as didother parts of the world. During the earliestphases of expansion, regions of the UnitedStates developed differently from eachother. Citizens differed in their ideas of prog-ress, government, and religion. For the suc-cess of the nation, they tried to compromiseon their disagreements. In the next fourchapters, you will learn about two regions inthe United States, and how they were alikeand different.

Explore the ArtThis painting shows a bustling street scenein New York City around 1797. What doesthe scene indicate about business in the cityduring this period?

What You Will Learn…

379

AnswersExplore the Art The sceneshows large, impressive buildings,transportation vehicles, paved streets,street lights, and large amounts oftrade goods.

Democracy and Civic Education

379

Connect to the UnitFocus on Regional

Differences Ask students to discussthe differences between regions of theUnited States today. How is the EastCoast different from the West Coast?How is the Midwest different from theSouthwest? After a brief discussion,point out that differences between theNorth and the South led to growing ten-sions during the fi rst part of the 1800s.

Create a Venn diagram for studentsto see. Label the circles North and South.Have students use what they have learnedso far to predict what some of thesimilarities and differences might be.

Verbal/Linguistic, Visual/Spatial

Explore the ArtDuring the early 1800s America grewat a rapid pace, and cities such as NewYork were a strong example of thisexpansion. New inventions, cheapertransportation, and more labor causedthe city’s economy to prosper. NewYork became so big that by the mid-1800s it processed more products thanall other American ports combined. Oneresult of this growth in the country’scities was slave labor, which became abitter topic that later divided the nation.

About the IllustrationThis illustration is an artist’s conceptionbased on available sources. However, histo-rians are uncertain exactly what this scenelooked like.

Justice: Opposing Unjust LawsBackground Explain that in the 1830s, someAmericans began taking more organized actionto try to achieve abolition, or a complete endto slavery. These Americans felt the laws thatallowed slavery to exist were unjust.

1. Have students discuss what citizens should dowhen they think a law is unjust. What makesa law unjust? What actions can citizens taketo try to change unjust laws? How can citi-zens work to promote justice in their localcommunities?

2. Organize students into groups. Have eachgroup conduct research on actions citizenscan take to oppose unjust laws.

3. Have each group use its research to cre-ate a storyboard for a televised public ser-vice announcement to educate Americanson what they can do to change unjust laws.

Interpersonal, Verbal/Linguistic

Alternative Assessment Handbook, Rubrics 14:Group Activity; and 29: Presentations Civic Participation

At Level

Research Required


Technology ResourcesReproducible ResourcesChapter Overview

Chapter 12 Planning GuideCH

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379a TEACHER’S EDITION

The North

CHAPTER 12pp. 380–409

Overview: In this chapter, stu-dents will analyze the economic,cultural, physical, and socialeffects of technological improve-ments on the Northern states.

Differentiated Instruction Teacher ManagementSystem:*• Instructional Pacing Guides• Lesson Plans for Differentiated Instruction

Interactive Reader and Study Guide: ChapterGraphic Organizer*

Chapter Resource File:*• Focus on Writing Activity: Newspaper Advertisement• Social Studies Skills Activity: Personal Conviction

and Bias• Chapter Review Activity

Power Presentations with Video CD-ROM

Differentiated Instruction ModifiedWorksheets and Tests CD-ROM

Primary Source Library CD-ROM forUnited States History

Interactive Skills Tutor CD-ROM

Student Edition on Audio CD Program

History’s Impact: United States HistoryVideo Program (VHS/DVD): The Impactof Mass Transportation*

Section 1:The IndustrialRevolution in AmericaThe Big Idea: The IndustrialRevolution transformed the waygoods were produced in theUnited States.

Differentiated Instruction Teacher ManagementSystem: Section 1 Lesson Plan*

Interactive Reader and Study Guide: Section 1 Summary*

Chapter Resource File:*• Vocabulary Builder Activity, Section 1• Biography Activity: Samuel Slater

Daily Bellringer Transparency:Section 1*

Internet Activity: Samuel Slater

Section 2:Changes in Working LifeThe Big Idea: The introduction offactories changed working life formany Americans.



Chapter Resource File:*• Vocabulary Builder Activity, Section 2• Biography Activity: Sarah Bagley


Internet Activity: Lowell Scrapbook

Section 3:The Transportation RevolutionThe Big Idea: New forms oftransportation improved business,travel, and communication in theUnited States.



Chapter Resource File:*• Vocabulary Builder Activity, Section 3• Literature Activity: Mark Twain Pilots a Steamboat• History and Geography Activity: The Transportation

Revolution

Political Cartoons Activities for United StatesHistory, Cartoon 14: Fears of the Railroad*

U.S. Supreme Court Case Studies: Gibbons v.Ogden (1824)*


Map Transparency: TransportationRoutes, 1850*

Section 4:More Technological AdvancesThe Big Idea: Advances intechnology led to new inventionsthat continued to change daily lifeand work.



Chapter Resource File:*• Vocabulary Builder Activity, Section 4• Biography Activity: John Deere• Interdisciplinary Project: Using Measurements



Power Presentations with Video CD-ROMPower Presentations with Video are visual presentations of each chapter’s main ideas. Presentations can be custom-ized by including Quick Facts charts, images from the text, and video clips.

HOLT

History’s ImpactUnited States History Video Program (VHS/DVD)

The Impact of Mass TransportationSuggested use: as a chapter introduction

KEYWORD: SR8 TEACHER

Review, Assessment, Intervention

• Document-Based Questions

• Interactive Multimedia Activities

• Current Events• Chapter-based Internet

Activities• and more!

Student Resources

Teacher Resources

KEYWORD: SR8 US12

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TE Teacher’s Edition Transparency CD-ROM

go.hrw.com Learning Styles Video

OSP Teacher’s One-Stop Planner * also on One-Stop Planner

Developed by the Division for Public Education of the American Bar Association, these materials are part of the Democracy and Civic Education Resources.

• Constitution Study Guide

• Supreme Court Case Studies

CHAPTER 12pp. 380–409

Overview: In this chapter, stu-dents will analyze the economic, cultural, physical, and social effects of technological improve-ments on the Northern states.

Differentiated Instruction Teacher Management System:*• Instructional Pacing Guides • Lesson Plans for Differentiated Instruction

Interactive Reader and Study Guide: Chapter Graphic Organizer*

Chapter Resource File:*• Focus on Writing Activity: Newspaper Advertisement• Social Studies Skills Activity: Personal Conviction

and Bias • Chapter Review Activity

Power Presentations with Video CD-ROM

Differentiated Instruction Modified Worksheets and Tests CD-ROM

Primary Source Library CD-ROM for United States History



History’s Impact: United States History Video Program (VHS/DVD): The Impact of Mass Transportation*

Quick Facts Transparency: The North Visual Summary*

Spanish Chapter Summaries Audio CD Program

Online Chapter Summaries in Six Languages

Progress Assessment Support System (PASS): Chapter Test*

Differentiated Instruction Modified Worksheets and Tests CD-ROM: Modified Chapter Test

OSP Teacher’s One-Stop Planner: ExamView Test Generator (English/Spanish)

Holt Online Assessment Program (HOAP), in the Holt Premier Online Student Edition

Section 1: The Industrial Revolution in AmericaThe Big Idea: The Industrial Revolution transformed the way goods were produced in the United States.

Differentiated Instruction Teacher Management System: Section 1 Lesson Plan*


Chapter Resource File:*• Vocabulary Builder Activity, Section 1• Biography Activity: Samuel Slater

Daily Bellringer Transparency: Section 1*

Internet Activity: Samuel Slater

PASS: Section 1 Quiz*

Online Quiz: Section 1


Section 2: Changes in Working LifeThe Big Idea: The introduction of factories changed working life for many Americans.



Chapter Resource File:*• Vocabulary Builder Activity, Section 2• Biography Activity: Sarah Bagley


Internet Activity: Lowell Scrapbook




Section 3: The Transportation RevolutionThe Big Idea: New forms of transportation improved business, travel, and communication in the United States.



Chapter Resource File:*• Vocabulary Builder Activity, Section 3• Literature Activity: Mark Twain Pilots a Steamboat• History and Geography Activity: The Transportation

Revolution

Political Cartoons Activities for United States History, Cartoon 14: Fears of the Railroad*

U.S. Supreme Court Case Studies: Gibbons v. Ogden (1824)*


Map Transparency: Transportation Routes, 1850*




Section 4: More Technological Advances The Big Idea: Advances in technology led to new inventions that continued to change daily life and work.



Chapter Resource File:*• Vocabulary Builder Activity, Section 4 • Biography Activity: John Deere• Interdisciplinary Project: Using Measurements





Holt Interactive Online Student EditionComplete online support for interactivity, assessment, and reporting

• Interactive Maps and Notebook

• Standardized Test Prep• Homework Practice

and Research Activities Online

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Differentiating Instruction

TARGETRESOURCE

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TARGETRESOURCE

379c TEACHER’S EDITION

Additional ResourcesDifferentiated Instruction Teacher Management System: Lesson Plans for Differentiated InstructionInteractive Reader and Study GuideSocial Studies Skills Activity: Personal Conviction and BiasStudent Edition on Audio CD ProgramInteractive Skills Tutor CD-ROM

Additional ResourcesDifferentiated Instruction Teacher Management System: Lesson Plans for Differentiated InstructionPolitical Cartoons Activities for United States History: Cartoon 14: Fears of the RailroadChapter Resource File:

• Focus on Writing Activity: Newspaper Advertisement

• Literature Activity: Mark Twain Pilots a Steamboat Internet Activities: Chapter Enrichment Links

ADVANCED/GIFTED AND TALENTED STUDENTS

Differentiated Instruction Modified Worksheets and Tests CD-ROM

• Vocabulary Flash Cards• Modified Vocabulary Builder Activities• Modified Chapter Review Activity• Modified Chapter Test

Primary Source Library CD-ROM for United States History

The Library contains longer versions of quotations in the text, extra sources, and images. Included are point-of-view articles, journals, diaries, historical fiction, and political documents.

ENGLISH-LANGUAGE LEARNERS & STRUGGLING READERS

SPECIAL NEEDS LEARNERS

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How do I address the needs of varied learners? The Target Resource acts as your primary strategy for differentiated instruction.

Additional ResourcesDifferentiated Instruction Teacher Management System: Lesson Plans for Differentiated InstructionChapter Resources:

• Vocabulary Builder Activities• Social Studies Skills Activity: Personal Conviction

and BiasQuick Facts Transparency: The North Visual SummaryStudent Edition on Audio CD ProgramOnline Chapter Summaries in Six LanguagesInteractive Skills Tutor CD-ROM

English-Language Learner Strategies and Activities

• Build Academic Vocabulary• Develop Oral and Written

Language Structures

Spanish Resources Spanish Chapter Summaries Audio CD ProgramTeacher’s One-Stop Planner:

• ExamView Test Generator, Spanish• PuzzlePro, Spanish

MS09TE_1877_CH12_379c-379d.indd 2 7/13/07 2:36:50 PM

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How can I manage the lesson plans and support materials for differentiated instruction?

With the One-Stop Planner, you can easily organize and print lesson plans, planning guides, and instructional materials for all learners. The One-Stop Planner includes the following materials to help you differentiate instruction:• Interactive Teacher’s Edition • Calendar Planner and pacing guides• Editable lesson plans• All reproducible ancillaries in Adobe Acrobat (PDF) format• ExamView Test Generator (Eng & Span)• Transparency and video previews

THE NORTH 379d

Differentiated Activities in the Teacher’s Edition

• Industrial Revolution Newspaper, p. 385

• Innovations Effects Chart, p. 386

• Effects of Steamboats Headlines, p. 397

• Transportation Revolution Drawings, p. 398

• Inventions Guessing Game, p. 403


• Transportation Revolution Drawings, p. 398

• Inventions Guessing Game, p. 403


• Analyzing Changes in Manufacturing, p. 387

• A Lowell Offering Excerpt, p. 392

• Speech for Improving Mill Working Conditions, p. 394

• Baltimore and Ohio Railroad, p. 399

What teacher training resources are available to help me grow professionally?

• In-service and staff development as part of your Holt Social Studies product purchase

• Quick Teacher Tutorial Lesson Presentation CD-ROM• Intensive tuition-based Teacher Development Institute • Teaching American History Online – 2 Module Professional

Development Course• Convenient Holt Speaker Bureau – face-to-face workshop options• PRAXIS™ Test Prep interactive Web-based content refreshers*• Ask A Professional Development Expert

at http://www.hrw.com/prodev/* PRAXIS is a trademark of Educational Testing Service (ETS). This publication is not endorsed or approved by ETS.

Professional Development

MS09TE_1877_CH12_379c-379d.indd 3 7/13/07 2:37:08 PM

HOLT

History’s Impact

THE NORTH 381

� video seriesSee the Video Teacher’s Guidefor strategies for using thechapter video The North: TheImpact of Mass Transportation.

Explore the PictureWater-Powered Mills Textile millsbuilt in the early 1800s relied on waterfor power. Flowing rivers or waterfallsturned waterwheels that powered themill machinery inside. With develop-ments in steam-powered machinery,factories began to shift to steam power.As a result, factories were no longernecessarily built along rivers andstreams. Today, however, old mills canstill be found along many streams andrivers, particularly in the Northeast.

Analyzing Visuals How do you thinka textile mill, like the one shown in thepicture, might change a town? Studentsmight suggest that it provided employ-ment for many but also affected theenvironment.

Online Resourcesgo.hrw.com

Chapter Resources:KEYWORD: SR8 US12Teacher Resources:KEYWORD: SR8 TEACHER

Explore the Time Line1. When did the fi rst steam-powered mill open

in Great Britain? 1790

2. How long after the fi rst commercially suc-cessful steamboat in the United States was thenation’s fi rst passenger locomotive? 23 years

3. How and when did working conditions changefor government employees during this period?Employees received a 10-hour workdayin 1840.

Info to KnowThe Sirius Two ships competed to be the fi rstto cross the Atlantic Ocean under steam power.The Sirius left England a few days before theGreat Western, but arrived in New York justa few hours before her competitor. The Siriusactually ran out of coal near the end of the race.The captain refused to hoist the sails and insteadfed cabin doors, a spare mast, and even furnitureinto the furnace.


382 CHAPTER 00382 CHAPTER 12

Focus on Reading Have you heard the saying,“We have to understand the past to avoid repeatingit.”? That is one reason we look for causes and effectsin history.

Reading Social Studies by Kylene Beers

Focus on Themes As you read this chapter,

you will learn about how increased science and

technology brought about what is called the

Industrial Revolution. As a result of the Industrial

Revolution, you will see how American economic

patterns changed. Next, you will read about how

family life changed as more and more people went to

work in factories. Finally, you will see how new methods

of transportation changed where people lived and

how new inventions affected daily life and work.

Geography PoliticsEconomics

Cause and Effect Chains You might say that all ofhistory is one long chain of causes and effects. It mayhelp you to understand the course of history better ifyou draw out such a chain as you read.

Societyand Culture Science and

Technology

Causes and Effects in History

Since the 1790s, wars between Europeanpowers had interfered with U.S. trade. Americancustomers were no longer able to get all themanufactured goods they were used to buyingfrom British and European manufacturers . . .Americans began to buy the items they neededfrom American manufacturers instead of fromforeign suppliers. As profi ts for American facto-ries grew, manufacturers began to spend moremoney expanding their factories . . .

At the same time, many Americans began torealize that the United States had been relyingtoo heavily on foreign goods. (p. 389)

Wars in Europe

Americans couldn’t

get European goods.

Americans bought

from American

manufacturers.

Americans began

to think they had relied

too much on Europe.

American profi ts rose.

American factories

expanded.

Reading and Skills Resources

382 CHAPTER 12

Understanding ThemesIntroduce this chapter by asking stu-dents how goods were produced in theUnited States prior to the 1800s. Pointout to students that goods were made byhand before the Industrial Revolutionintroduced machines and factories tomanufacturing. Ask students what typesof technology would have been neces-sary to do this. Then ask students whatsort of economic effects this fastermethod of producing goods might havehad. Remind students to pay attention tothe two themes of the chapter—scienceand technology, and economics.

Causes and Effectsin HistoryFocus on Reading Point out to stu-dents that causes and effects can be seenin everyday life, not just in historicalevents. Ask students to think of eventsin their lives or in their community thathave a clear cause-and-effect sequence.Have each student create a cause andeffect chain that has at least four links.Then have students cut their chain intoseparate events so that each event is ona separate piece of paper. Have studentsexchange papers with a partner. Thenhave each student try to piece togetherthe events in the cause and effect chain.Ask students to go over the propersequence with their partners.

Reading Support Interactive Reader and Study Guide


Spanish Chapter Summaries AudioCD Program

Social Studies Skills Support Interactive Skills Tutor CD-ROM

Vocabulary SupportCRF: Vocabulary Builder Activities

CRF: Chapter Review Activity

Differentiated Instruction Modifi ed Worksheetsand Tests CD-ROM:• Vocabulary Flash Cards• Vocabulary Builder Activity• Chapter Review Activity

OSP Holt PuzzlePro


Key Terms and PeopleRead the list aloud so that students willknow how to pronounce each term orname. Then organize the students intopairs and assign each pair a personor term from the list. Have each pairidentify the importance of the personor term. Then have each group draw apicture that represents the signifi canceof that term or person. Have eachstudent present the term, description ordefi nition, and illustration to the class.Encourage students to take notes onthe presentations. Verbal/Linguistic,Visual/Spatial, Interpersonal

Focus on ReadingSee the Focus on Reading questionsin this chapter for more practice on thisreading social studies skill.

Reading SocialStudies AssessmentSee the Chapter Review at the endof this chapter for student assessmentquestions related to this reading skill.

AnswersYou Try It! 1. cause—factoriescontinued to spread; effects—craftspeople felt threatened, shopowners had to compete with factories byhiring more workers, workers were paidless; 2. Factories spread; craftspeoplefelt threatened; more workers werehired; each shop worker was paid less;3. effect—wages went down; threecauses—a wave of immigration,immigrants willing to work for lowerwages, and competition for jobs due tounemployment; 4. causes— immigrationand unemployment; effects—wageswent down, immigrants willing towork for low pay, immigrants moveto the Northeast.

383

Students may occasionally have diffi culty identifyingcauses and effects as they read. Point out to studentsthat causes and effects are often signaled by certainwords. Ask students what words might signal causesand effects. Help them see that words like as, since,because, and motivated by all indicate causes. Somewords that signal effect are: led to, resulted in, as aresult, began to, therefore, and then.


Contributor Invention/improvement

SECTION


384 CHAPTER 12

You live in a small Pennsylvania town in the 1780s. Your father is

a blacksmith, but you earn money for the family, too. You raise

sheep and spin their wool into yarn. Your sisters knit the yarn

into warm wool gloves and mittens. You sell your products

to merchants in the city. But now you hear that someone has

invented machines that can spin thread and make cloth.

Would you still be able to earn the same amount of money for your family? Why?

BUILDING BACKGROUND In the early 1700s making goodsdepended on the hard work of humans and animals. It had been thatway for hundreds of years. Then new technology brought a changeso radical that it is called a revolution. It began in Great Britain andsoon spread to the United States.

Beginning of the Industrial RevolutionAt the beginning of the 1700s, the majority of people in Europeand the United States were farmers. They made most of what theyneeded by hand. For example, female family members usually madeclothing. First, they used a spinning wheel to spin raw materials,such as cotton or wool, into thread. Then they used a hand loom toweave the thread into cloth.

Some families produced extra cloth to sell to merchants, who soldit for a profi t. In towns, a few skilled workers made goods by hand intheir own shops. These workers included blacksmiths, carpenters, andshoemakers. Their ways of life had stayed the same for generations.

A Need for ChangeBy the mid-1700s, however, changes in Great Britain led to agreater demand for manufactured goods. As agriculture and roads

The Industrial Revolution in America

1

If YOU were there...

The Industrial Revolution trans-formed the way goods wereproduced in the United States.

The Big Idea

1. The invention of newmachines in Great Britainled to the beginning of theIndustrial Revolution.

2. The development of newmachines and processesbrought the Industrial Revolu-tion to the United States.

3. Despite a slow start in manu-facturing, the United Statesmade rapid improvementsduring the War of 1812.

Key Terms and PeopleIndustrial Revolution, p. 385textiles, p. 385Richard Arkwright, p. 385Samuel Slater, p. 386technology, p. 387Eli Whitney, p. 387interchangeable parts, p. 387mass production, p. 387

Main Ideas

TAKINGNOTES

As you read, make alist of the key contribu-

tions of the Industrial Revolution andwho initiated them. Write your notesin a chart like the one below.


Section 1

Review the Previous ChapterRead the list of events below and put them in the correct order.

a. Gold is discovered at Sutter’s Mill in California.

b. The forces of Santa Anna are defeated, securing Texan independence.

c. The Donner party gets snowed in when they reach the Sierra Nevada mountains in California.

d. John Jacob Astor opens a fur trading post in Oregon Country.

e. The Mexican-American War ends with the signing of the Treaty of Guadalupe-Hidalgo.

Preview Section 1

If YOU were there …You live in a small Pennsylvania town in the 1780s. Your father is a black-smith, but you earn money for the family, too. You raise sheep and spin their wool into yarn. Your sisters knit the yarn into warm wool gloves and mittens. You sell your products to merchants in the city. But now you hear that someone has invented machines that can spin thread and make cloth.

Would you still be able to earn the same amount of money for your family? Why?

Review Answers: d, b, c, e, a

The North Daily Bellringer

Consider feeling ENCOURAGED:• Greater efficiency could increase

profit.

• Machines could free up your time.

• Technology is often inspiring.

Consider feeling APPREHENSIVE:• The machines may be too

expensive.

• Quality standards might decrease.

• You would be giving up control.

384 CHAPTER 12

At Level

BellringerIf YOU were there . . . Use the DailyBellringer Transparency to helpstudents answer the question.

Daily Bellringer Transparency, Section 1

Academic VocabularyReview with students the high-use academicterm in this section.

effi cient productive and not wasteful (p. 385)

CRF: Vocabulary Builder Activity,Section 1

Taking NotesHave students copy the graphic orga-nizer onto their own paper and thenuse it to take notes on the section. Thisactivity will prepare students for theSection Assessment, in which they willcomplete a graphic organizer that buildson the information using a criticalthinking skill.

The Industrial Revolution in America1. Teach Ask students the questions in the

Main Idea boxes to teach this section.

2. Apply Create a fl ow chart by writing thesection’s main ideas in large, verticallystacked boxes. Have students copy the fl owchart and complete it by entering supportingdetails about the main ideas into the boxes.

Visual/Spatial

3. Review As you review the section, havestudents share the information in their fl owcharts and discuss the cause-and-effect con-nections among events. Ask students toexplain how the section’s main ideas relate.

4. Practice/Homework Have students cre-ate poster-sized, illustrated versions of theirfl ow charts. Visual/Spatial

Alternative Assessment Handbook, Rubrics 13:Graphic Organizers; and 28: Posters


THE NORTH 385

In 1769 Englishman Richard Arkwrightinvented a large spinning machine called awater frame. The water frame could producedozens of cotton threads at the same time. Itlowered the cost of cotton cloth and increasedthe speed of textile production.

The water frame used fl owing water as itssource of power. Merchants began to buildlarge textile mills, or factories, near rivers andstreams. The mills were fi lled with spinningmachines. Merchants began hiring people towork in the mills.

Additional improvements also speededup the spinning process. Britain soon hadthe world’s most productive textile manufac-turing industry.

READING CHECK Drawing ConclusionsHow did machines speed up textile manufacturing?

Textile Mill and Water Frame SCIENCE AND TECHNOLOGY

A water frame adapts the power offlowing water into energy that moveswheels and gears through a systemof belts. These wheels and gears thenmove parts of machines such as loomsand spinning wheels.

improved, cities and populations grew. Over-seas trade also expanded. Traditional manu-facturing methods did not produce enoughgoods to meet everyone’s needs.

People began creating ways to usemachines to make things more effi cient.These changes led to the IndustrialIndustrialRevolutionRevolution, a period of rapid growth in usinga period of rapid growth in usingmachines for manufacturing and productionmachines for manufacturing and productionthat began in the mid-1700sthat began in the mid-1700s.

Textile IndustryThe first important breakthrough of theIndustrial Revolution took place in howtextilestextiles, or cloth itemsor cloth items, were made. Before theIndustrial Revolution, spinning thread tookmuch more time than making cloth. Severalworkers were needed to spin enough threadto supply a single weaver.

ANALYZING VISUALS

What provided the power for the machines in the mill?

ANALYSIS

SKILL

5 After the thread was spun, it moved to the loom to be woven into cloth. Workers called spoolers watched the looms and made sure that the spools of thread were kept straight.

3 A machine for cleaning the raw cotton was the first step.

1 Flowing water from a river turned the waterwheel. The giant wheel turned smaller gears connected to belts. 2 These belts moved parts of the machinery in the mill.

4 Then the raw cotton was spun into thread on a spinning frame.

5

32

1

4

ACADEMIC VOCABULARYefficientproductive andnot wasteful

Main Idea

AnswersAnalyzing Visuals flowing water froma riverReading Check The water frame couldproduce dozens of cotton threads at thesame time, whereas before people couldproduce only one thread at a time.


Beginning of theIndustrial Revolution

The invention of new machines inGreat Britain led to the beginning ofthe Industrial Revolution.

Describe Describe labor in Europein the beginning of the 1700s. Mostpeople were farmers and made mostof the goods they needed in theirhomes by hand. Some people soldextra items to merchants, who thensold the goods for a profit. Someskilled workers produced goods intheir own shops for sale.

Identify Cause and Effect Whatwas the result of increased demand formanufactured goods in Great Britain?Traditional manufacturing methodscould not meet the demand, so peoplebegan to develop machines to makethings more efficiently.

Evaluate What might be some costsand benefi ts of faster textile productionas a result of new machines? costs—some skilled laborers would be out ofwork, work would be done in factoriesinstead of at home; benefits—lowertextile prices and increased supply

Info to KnowFactory Work In the early 1700s, mostcotton thread and cloth was made inpeople’s homes. As a result, workershad much independence and couldwork at their own pace. This situationchanged as factories were built. Manywomen and children joined the work-force. In addition, many skilled weaverswere forced to work for the same pay asunskilled factory workers.English-Language Learners At Level Standard English Mastery

1. Lead a discussion on the beginning of theIndustrial Revolution. Have students developfour key points about the topic. Write thepoints for students to see.

2. Ask students to write four newspaper head-lines based on the points. Have volunteerspresent their headlines to the class.

3. Then have students select one of the four head-lines and write a fi ve-sentence article to go withit. Circulate to help students with their grammarand use of standard English. Verbal/Linguistic

Alternative Assessment Handbook, Rubric 42:Writing to Inform

Differentiated Instruction ResourcesSee p. 379c of the Chapter Planner for additionalresources for differentiating instruction.

385Copyright © by Holt, Rinehart and Winston. All rights reserved.

386 CHAPTER 12

New Machines and ProcessesNew machines encouraged the rise of newprocesses in business and manufacturing.As the machines used to make productsbecame more effi cient, the processes involvedchanged dramatically.

Slater and His SecretsThe new textile machines allowed GreatBritain to produce cloth faster and cheap-er than other countries could. To protectBritish industry, the British Parliamenthad made it illegal for skilled mechan-ics or machine plans to leave the country.Disguised as a farmer, Samuel Slater, askilled British mechanic, immigrated to theUnited States after carefully memorizing thedesigns of textile mill machines. Soon afterarriving, he sent a letter to Moses Brown,who owned a textile business in NewEngland. Slater claimed he could improvethe way textiles were manufactured in theUnited States.

Brown had one of his workers testSlater’s knowledge of machinery. Slaterpassed. Brown’s son, Smith Brown, andson-in-law, William Almy, formed a partner-ship with Slater. In 1793 they opened their

fi rst mill in Pawtucket, Rhode Island. Theproduction of cotton thread by Americanmachines had begun. Slater ran the mill andthe machinery. He was confi dent that hisnew machines would work well.

“If I do not make as good yarn as they do inEngland, I will have nothing for my services, butwill throw the whole of what I have attemptedover the bridge.”

—Samuel Slater, quoted in The Ingenious Yankees,by Joseph and Francis Gies

Slater’s machines worked, and thePawtucket mill became a success. Slater’s wifealso invented a new cotton thread for sewing.In 1798 Slater formed his own company tobuild a mill. By the time he died in 1835, heowned all or part of 13 textile mills.

Other Americans began building textilemills. Most were located in the Northeast.In New England in particular, merchantshad the money to invest in new mills. Moreimportantly, this region had many riversand streams that provided a reliable supplyof power. Fewer mills were built in theSouth, partly because investors in the Southconcentrated on expanding agriculture.There, agriculture was seen as an easier wayto make money.

Mass-production techniques allow manu-facturers to efficiently create more goodsfor the marketplace. Mass productionrequires the use of interchangeable parts,machine tools, and the division of labor.

What are the three elements of massproduction?

CONNECT TO ECONOMICS

Elements of Mass Production

Machine tools like this one make parts that are identical and therefore interchangeable.

Machine ToolsEli Whitney developed the idea of using interchangeable parts. Interchangeable, or identical, parts are needed so each part does not have to be custom-made by hand.

Interchangeable Parts

Main Idea

AnswersConnect to Economics

interchangeable parts, machine tools,division of labor


New Machinesand Processes

The development of new machinesand processes brought the IndustrialRevolution to the United States.

Recall Who was Samuel Slater, andhow did he contribute to the textileindustry in the United States? skilledBritish mechanic who brought theknowledge of British textile machinesto the United States, which led to thedevelopment of American textile mills

Analyze Why were most Americanmills located in New England? Theregion had many rivers and streamsto power the mills, and the region’smerchants were willing to invest.

CRF: Biography Activity: Samuel Slater

Info to KnowOpposition to Mills Not all Americanswelcomed industrial innovationsfrom Great Britain. Some Americansthought the import of British industrythreatened American self-suffi ciency.Others argued that mill owners violatedpeople’s water rights by building dams.In one case, some people sabotaged thedam that fed a Slater mill.

Analyzing VisualsElements of Mass Production

Mass production often requires fi nan-cial resources beyond the means of anindividual owner. Have students discusshow mass production may have led tocorporate ownership of the large manu-facturing fi rms of today.


KEYWORD: SR8 US12ACTIVITY: Samuel Slater

Struggling Readers1. Draw the following graphic organizer for

students to see. Omit the blue answers.

2. Have each student copy the organizer andcomplete it by describing the innovations ofSlater and Whitney and the effects of thoseinnovations. Visual/Spatial

Alternative Assessment Handbook, Rubric 13:Graphic Organizers

Samuel SlaterInnovation: machineproduction of cottonthread in mills

Effects• spread of textile mills,

many in New England• increased productivity

of American textiles

Eli WhitneyInnovation: idea ofinterchangeable parts

Effects• easy to assemble and

replace parts• mass production

386

Below Level


Main Idea

AnswersReading Check He came up withthe idea of interchangeable parts andproposed producing guns using water-powered machinery.

Critical Thinking: Comparing and Contrasting

New Machinesand Processes

The development of new machinesand processes brought the IndustrialRevolution to the United States.

Identify Who was Eli Whitney?American inventor who created theidea of interchangeable parts, whichhelped lead to mass production

Analyze What was the advantage ofwater-powered machinery? unlimitedsource of power; reduced labor needsand increased productivity

Find Main Ideas What new manu-facturing pattern emerged as a resultof Whitney’s idea of using inter-changeable parts? mass production

Identify Cause and Effect Howdid the idea of interchangeable partslead to mass production? instead ofproducing parts by hand, machinesproduced many identical parts, whichled to mass production

Connect to EconomicsWorkers and Mass Production Withmass production came a new problemfor factory owners—how to motivateworkers to attend to their machines.Factory work involved considerableboredom, monotony, and stress. SomeBritish factory owners tried to create anew work discipline by trying to controlworkers’ private and work lives. Toachieve this goal, business owners builtcompany towns. In these towns, factoryowners owned and controlled all thestores and housing.

Analyzing Changes in Manufacturing1. Ask students to imagine that they are on a

government investigative commission exam-ining the state of American manufacturing inthe early 1800s.

2. Have each student write a short reportdescribing the state of manufacturing beforeindustrialization and how the innovations ofSamuel Slater and Eli Whitney have changedmanufacturing processes in the United Statesand have affected the environment. In addition,

students should address the slow growth ofmanufacturing and suggest some actions toimprove it.

3. Have volunteers read their reports to the class.Encourage student feedback and discussion.

Verbal/Linguistic

Alternative Assessment Handbook, Rubrics 9:Comparing and Contrasting; and 42: Writingto Inform

Above Level


Main Idea

AnswersLinking to Today Complexproducts made of multiple partscan be assembled quickly.

Critical Thinking: Analyzing Information

Slow Start inManufacturing

Despite a slow start in manufacturing,the United States made rapid improve-ments during the War of 1812.

Explain According to Albert Gallatin,why were so few factories being builtin the United States? attractiveness offarming, abundance of cheap land,high price of labor, lack of capital toinvest in factories

Identify Cause and Effect Howdid the War of 1812 affect Americanmanufacturing? The war prevented theimport of many foreign goods, whichled Americans to buy American-madegoods, which in turn led to increasedmanufacturing.

Make Inferences Do you think allAmericans supported higher tariffs?possible answer—People who boughtforeign goods, such as farmers, likelywould have opposed higher tariffs.

Linking to TodayModern Manufacturing

Have students fi nd articles,with pictures if possible, about manu-facturing in the United States today.Post students’ articles on a class bulletinboard. Then review a few of the articleseach day during the study of this chapter.

Verbal/Linguistic

Factory Owner Letter Requesting a Loan1. Ask students to imagine that they are

American manufacturers in 1814 seekingbank loans to expand their factories.

2. Have each student write a letter to convince abank to give him or her a loan.

3. In their letters, students should address thebenefi ts of mass production, the need to

promote American manufacturing, the goodsthey are producing at their factories, and thefactories’ profi t potential.

4. Have volunteers read their letters to the class.Logical/Mathematical, Verbal/Linguistic

Alternative Assessment Handbook, Rubric 43:Writing to Persuade

At Level


THE NORTH 389

Section 1 Assessment

Reviewing Ideas, Terms, and People 1. a. Identify What was the fi rst industry to begin to

use machines to manufacture goods?b. Predict In what ways might life for workerschange as a result of the Industrial Revolution?

2. a. Recall In what part of the United States weremost mills located? Why?b. Draw Conclusions How did the ideas ofSamuel Slater and Eli Whitney affect manufactur-ing in the United States?c. Evaluate Whose contributions do you thinkwere more important—Slater’s textile machines orWhitney’s interchangeable parts? Why?

3. a. Identify What event encouraged the growth ofAmerican manufacturing? Why?b. Contrast Why was manufacturing in Great Brit-ain in the early years more successful than that inthe United States?

Critical Thinking 4. Drawing Conclusions Review your notes on

key inventions and improvements during theIndustrial Revolution. Then copy the chart belowand use it to show how each contribution affectedmanufacturing.

FOCUS ON WRITING

5. Noting Inventions In your notebook, create athree-column chart. In the fi rst column, list anyinventions mentioned in this section. In the secondcolumn, identify the inventor. In the third column,describe the invention and its benefi ts.

KEYWORD: SR8 HP12

Online Quiz

These circumstances began to changearound the time of the War of 1812. Since the1790s, wars between European powers hadinterfered with U.S. trade. American custom-ers were no longer able to get all the manu-factured goods they were used to buying fromBritish and European manufacturers. Then,during the War of 1812, British ships block-aded eastern seaports, preventing foreignships from delivering goods. Americans beganto buy the items they needed from Americanmanufacturers instead of from foreign sup-pliers. As profi ts for American factories grew,manufacturers began to spend more moneyexpanding their factories. State banks and pri-vate investors began to lend money to manu-facturers for their businesses.

At the same time, many Americans beganto realize that the United States had beenrelying too heavily on foreign goods. If theUnited States could not meet its own needs,it might be weak and open to attack. Formerpresident Thomas Jefferson, who had onceopposed manufacturing, changed his mind.He, too, realized that the United States wastoo dependent on imports.

“To be independent for the comforts of life wemust fabricate [make] them ourselves. We mustnow place the manufacturer by the side of theagriculturalist [farmer].”

—Thomas Jefferson, from The Writings of ThomasJefferson, edited by P. L. Ford

In February 1815, New Yorkers celebratedthe end of the War of 1812 and the return offree trade. The streets were decorated and fi lledwith merchants whose ships were loaded withgoods. “With Peace and Commerce, AmericaProspers,” declared one display. Eager busi-nesspeople prepared to lead the United Statesinto a period of industrial growth. They urgednorthern politicians to pass higher tariffs onforeign goods to protect American companies.

READING CHECK Analyzing How did the Warof 1812 aid the growth of American manufacturing?

SUMMARY AND PREVIEW The IndustrialRevolution started with the textile industryin England but soon spread to the UnitedStates. In the next section you will learnabout how the spread of factories changedthe working lives of many Americans.

Americandependence onsome foreigngoods, such asoil, is still beingdebated today.

THE IMPACT

TODAY

Invention/improvement Effect on Manufacturing

AnswersReading Check The war preventedthe import of many foreign goods, whichled Americans to buy American-madegoods, which in turn led to increasedmanufacturing.

CloseBriefl y review the ways in whichthe Industrial Revolution came tothe United States.

Review Online Quiz, Section 1

AssessSE Section 1 Assessment

PASS: Section 1 Quiz


Reteach/ClassroomIntervention

Interactive Reader and Study Guide,Section 1


1. a. textile industryb. move from working on farms or in homesto working in factories; loss of work for someskilled laborers; poorer working conditions

2. a. Northeast; had many rivers and streams toprovide a reliable supply of water powerb. led to spread of mills, the growth of theAmerican textile industry, mass production,and the cheaper manufacture of goodsc. Answers will vary but should refl ect anunderstanding of each man’s contributions.

3. a. War of 1812; with the loss of many foreignimports, Americans bought more Americangoods, which increased manufacturingb. Britain had less available, cheap land; andthus more workers and lower wages.

4. Arkwright’s water frame—lowered costs,increased speed, led to textile mills; Slater’sexport of British textile machine designs—led to American textile mills; Whitney’s inter-changeable parts—led to mass production;War of 1812; see answer to 3a.

5. See the previous answer.

Section 1 Assessment Answers


Changes in Working Life

2You live on a dairy farm in Massachusetts in about 1820. On the

farm, you get up at dawn to milk the cows, and your work goes on

until night. But now you have a chance at a different life. A nearby

textile mill is hiring young people. You would leave the farm and

live with other workers. You could go to classes. Most important,

you could earn money of your own.

Would you go to work in the textile mill? Why?

BUILDING BACKGROUND As factories and mills were estab-lished, the way people worked changed drastically. One dramaticchange was the opportunity that factory work gave to young women.For young women in farm families, it was almost the only chancethey had to earn their own money and a measure of independence.

Mills Change Workers’ LivesWorkers no longer needed the specifi c skills of craftspeople torun the machines of the new mills. The lives of workers changedalong with their jobs. Resistance to these changes sometimessparked protests.

Many mill owners in the United States could not fi nd enoughpeople to work in factories because other jobs were available. Atfi rst, Samuel Slater and his two partners used apprentices—youngmen who worked for several years to learn the trade. However, theyoften were given only simple work. For example, their jobs includ-ed feeding cotton into the machines and cleaning the mill equip-ment. They grew tired of this work and frequently left. ApprenticeJames Horton, for example, ran away from Slater’s mill. “Mr. Slater. . . keep me always at one thing . . . ,” Horton complained. “I mighthave stayed there until this time and never knew nothing.”

Eventually, Slater began to hire entire families who moved to Paw-tucket to work in the mills. This practice allowed Slater to fi ll his laborneeds at a low cost. Children as well as adults worked in the mills.

SECTION

What You Will Learn… If YOU were there...

390 CHAPTER 12

The introduction of factorieschanged working life for manyAmericans.

The Big Idea

1. The spread of mills in theNortheast changed workers’lives.

2. The Lowell System revolution-ized the textile industry inthe Northeast.

3. Workers organized to reformworking conditions.

Main Ideas

Key Terms and PeopleRhode Island system, p. 391Francis Cabot Lowell, p. 392Lowell system, p. 392trade unions, p. 394strikes, p. 394Sarah G. Bagley, p. 395

TAKINGNOTES

As you read, take noteson how mills changed

workers’ lives, and how workersorganized to fight many of thesechanges.

Changes toworkers’ lives

Workers’reaction


Review Section 1Indicate whether each sentence below is TRUE or FALSE. If the sentence is false, change the underlined word to make the sentence true.

1. Samuel Slater invented the large spinning machine called a water frame.

2. Richard Arkwright came up with the idea of using interchangeable parts.

3. The efficient production of large numbers of identical goods is known as major production.

4. Items made from cloth are called textiles.

Preview Section 2

If YOU were there …You live on a dairy farm in Massachusetts in about 1820. On the farm, you get up at dawn to milk the cows, and your work goes on until night. But now you have a chance at a different life. A nearby textile mill is hiring young people. You would leave the farm and live with other workers. You could go to classes. Most impor-tant, you could earn money of your own.

Would you go to work in the textile mill? Why?

Section 2

Review Answers: 1. F, Richard Arkwright; 2. F, Eli Whitney; 3. F, mass production; 4. T


Consider reasons NOT TO WORK in the mill:• obligations to family

• fear of the unknown

• rumors of harsh working conditions

Consider reasons TO WORK in the mill:• to satisfy your restlessness

• to assert your independence

• opportunity to make new friends

390 CHAPTER 12

At Level



Academic VocabularyReview with students the high-use academicterm in this section.

concrete specifi c, real (p. 395)



Changes in Working Life1. Teach Ask students the questions in the


2. Apply Ask students to imagine that theyare factory workers who also write for aworkers’ magazine. Have each student writean article titled “Factory Life” describinghow factories have changed workers’ livesin the Northeast. Students should addressthe effects of factories on farm families andcraftspeople, the type of factory systems that

developed, the advantages and disadvantagesof mill work, and the role of labor unions.

3. Review Ask volunteers to read their articlesaloud. Discuss them to review the section.

4. Practice/Homework Have each studentcreate a political cartoon for the magazinethat contrasts the reality of mill work withthe image owners promoted. Visual/Spatial

Alternative Assessment Handbook, Rubrics 27:Political Cartoons; and 42: Writing to Inform


Main Idea

AnswersAnalyzing Primary Sources

possible answer—yes, because peoplewere looking for work and farm familieswere used to their children working.Reading Check He had trouble findingenough people to work in his mills. Hebegan hiring entire families to work atlow wages and divided factory workinto simple tasks; also built housing forworkers and provided a company store.

Critical Thinking: Finding Main Ideas At Level

Mills ChangeWorkers’ Lives

The spread of mills in the Northeastchanged workers’ lives.

Recall What was the Rhode Islandsystem, and why did Samuel Slaterdecide to adopt it? what—practice ofhiring families and dividing factorywork into simple tasks; why—becauseapprentices grew tired of the workand often left, and families providedseveral workers at low cost

Identify Cause and Effect Whatwere some effects of Slater’s use ofthe Rhode Island system? Other millowners began using the system; milltowns developed to provide mill familieswith a place to live and shop.

Compare In what ways was a milltown similar to other small towns inthe United States at the time? Milltowns provided a variety of businesses,just as in other towns.

Primary SourceFamily WantedDraw Conclusions Why does theadvertisement request large families?The larger the family, the morelow-paid workers a factory ownergained, because factory owners paidchildren less.

Slater’s Mill Want Ad1. Have each student create an advertisement

seeking employees for Slater’s mills. Studentsshould address the following questions intheir advertisements:

• What types of workers does Slater wantto attract?

• What segments of society might want towork in a mill?

• What incentives might appeal to and attractpossible employees?

• Why would a person want to work in one ofSlater’s mills as opposed to another mill?

2. Have volunteers share their advertisementswith the class.

3. Then lead a discussion on working conditionsin mills during this period. Verbal/Linguistic

Alternative Assessment Handbook, Rubric 2:Advertisements


The Lowell SystemNot all mill owners followed this system.Francis Cabot Lowell, a businessman fromNew England, developed a very differentapproach. His ideas completely changed thetextile industry in the Northeast.

TheThe Lowell systemLowell system was based on water-was based on water-powered textile mills that emplpowered textile mills that employed young,oyed young,unmarried women from local farms.unmarried women from local farms. The sys-The sys-temtem included a loom that couldincluded a loom that could both spinboth spinthread and weave cloth in the same millthread and weave cloth in the same mill.Lowell constructed boardinghouses for thewomen. Boardinghouse residents were givena room and meals along with their jobs.

With fi nancial support from investorsof the Boston Manufacturing Company,Lowell’s fi rst textile mill opened in Waltham,Massachusetts, in 1814. “From the fi rst start-ing of the fi rst power loom there was not . . .doubt about the success,” wrote one inves-tor. In 1822, the company built a larger millin a Massachusetts town later named Lowell.Visitors to Lowell were amazed by the cleanfactories and neatly kept boardinghouses aswell as the new machinery.

The young millworkers soon becameknown as Lowell girls. The mills paid thembetween $2 and $4 each week. The workerspaid $1.25 for room and board. These wageswere much better than those women couldearn per week in other available jobs, such asdomestic work.

Many young women came to Lowellfrom across New England. They wanted thechance to earn money instead of working onthe family farm. “I must of course have some-thing of my own before many more yearshave passed over my head,” wrote one youngwoman. The typical Lowell girl worked at themills for about four years.

Unlike other factory workers, the Lowellgirls were encouraged to use their free time totake classes and form women’s clubs. They evenwrote their own magazine, the Lowell Offering.Lucy Larcom, who started working at Lowell atage 11, later praised her fellow workers.

392 CHAPTER 12

No record exists today of the name ofthis girl, who worked in a mill around1850. Judging from the photograph, ifshe were in school today, she wouldprobably be in the seventh or eighthgrade. Although hard to see in thisphotograph, her hands and arms arescratched and swollen—telltale signs ofthe hard labor required of young girlswho worked up to 14 hours per day.

TIME TABLE OF THE LOWELL MILLS

Morning Bells

First bell . . . . . . . . . . . . . . . . . . : am

Second bell . . . . . . . . . . . . . . . . : am

Third bell . . . . . . . . . . . . . . . . . : am

Dinner (Lunch) Bells

Ring out . . . . . . . . . . . . . . . . . : pm

Ring in . . . . . . . . . . . . . . . . . . : pm

Evening Bells

Ring out . . . . . . . . . . . . . . . . . . : pm

Except on Saturday Evenings

—Th e Table of the Lowell Mills, October 21, 1851

Main Idea

Social Studies Skills: Assessing the Credibility of Primary Sources

392 CHAPTER 12

The Lowell SystemThe Lowell system revolutionized thetextile industry in the Northeast.

Recall What system did FrancisCabot Lowell use in his mills, andwho did he hire under this system?Lowell system; young, unmarriedwomen from local farms

Explain Why did young women wantto work in the Lowell mills? ability tomake own money; higher wages thanthey could earn elsewhere

Summarize What were working andliving conditions like for Lowell girls?worked hard for 12 to 14 hours a day;bells provided a rigid schedule, livedin clean boardinghouses, encouragedto use free time to take classes andform clubs

Predict How do you think millworkers felt as owners kept increasingthe size and speed of their machines?possible answers—angry at havingto work harder, tired from overwork,wanted higher wages

Info to KnowWorking Women In addition to themills, women in the Northeast hadother opportunities for work in the early1800s. One historical study found thatthe jobs available to women dependedupon their race and ethnicity. Native-born women in New England couldfi nd clerical and sales jobs. Immigrantwomen often found semiskilled factorywork. Newer immigrant women andfree African American women werelargely limited to domestic service.


KEYWORD: SR8 US12ACTIVITY: LowellScrapbook

A Lowell Offering Excerpt Above Level

Background Some people criticized theLowell Offering for providing an unrealisticview of mill life. For example, one cover madethe mill look more like a garden than a factory.In 1845 Harriet Farley, the editor, defendedthe magazine.

1. Read aloud the following: “We have neverpublished anything which our own experiencehad convinced us was unfair. But, if in oursketches, there is too much light, and too littleshade, let our excuse be . . .

We have not thought it necessary to state . . .that our life was a toilsome one—for we sup-posed that would be universally understood.”

2. Have students discuss how Farley defends themagazine’s image of mill life and whether herargument is valid. What factors might haveinfl uenced her viewpoint? Why might the edi-tors have chosen to ignore the harsh realitiesof mill life? Verbal/Linguistic

Alternative Assessment Handbook: Rubric 16:Judging Information


THE NORTH 393

ANALYZING VISUALS

Judging from the photograph on page 392,what might be the condition of the girl’shands in this illustration? Why?

ANALYSIS

SKILL

Text

The air is dirty and causes breathing problems. One visitor remarked, “The atmosphere . . . is charged with cotton filaments and dust, which . . . are very injurious to the lungs.”This girl is

straightening threads as they enter the power loom, a job that cut her hands.

Windows were rarely opened, to prevent air from blowing the threads. The result is a hot, stuffy room.

Girls must shout to be heard above the noise of the power looms. Visitors to the mill routinely re-ferred to the sound of the machines as “deafening.”

Girls had to keep their hair pulled back so it did not get caught in the machines, resulting in serious injury—or death.

Life of a Mill GirlHistory Close-up

AnswersAnalyzing Visuals scratched andswollen; Straightening threads as theyentered the power loom would have cuther hands.

Collaborative Learning At Level

History Close-upLife of a Mill Girl

Lowell Girl Journal EntryAsk students to imagine that they havefound an old journal written by a Lowellgirl. Have students use the informationin the images and captions at left towrite one journal entry describing aday in the life of a Lowell girl.

Intrapersonal, Verbal/Linguistic

Alternative Assessment Handbook,Rubric 15: Journals

BiographyLucy Larcom (1826–1893) Lucy Larcomprovides an example of one Lowellgirl’s life. Larcom was 1 of 10 children,several of whom worked in the Lowellmills. The Larcom family moved toLowell, Massachusetts, after the fatherdied. Together, Lucy and her sistersAbigail, Emeline, and Lydia earnedalmost $230 in factory wages in 1836.Besides supporting their mother andfamily, two of the Larcom sisters becameaccomplished writers. Emeline played acentral role in founding Operatives’Magazine, a literary journal. Lucybecame a noted poet and editor, and theauthor of A New England Girlhood.

Did You Know . . .The minor league baseball team inLowell, Massachusetts, is named theLowell Spinners in honor of the region’shistory of textile mills.

Lowell Offering MagazineMaterials: heavy white paper, art supplies

1. Organize students into small groups. Ask thegroups to imagine that they are contributors tothe Lowell Offering magazine.

2. Have each group fold and staple togethertwo pieces of paper to create a “magazine.”Students should design a cover for the maga-zine and fi ll the inside pages with articlesand other items related to life and workingconditions in the Lowell mills. In additionto articles, students might include artwork,

poetry, an advice column, stories, editorials,club listings, schedules and menus, and soon. Groups might also create a slogan or millsong to print on the inside or back cover.

3. If time allows, have students conduct researchon the Lowell girls to enhance the contents oftheir magazines. Verbal/Linguistic

Alternative Assessment Handbook, Rubrics 14:Group Activity; and 19: Magazines


THE NORTH 395


Reviewing Ideas, Terms, and People 1. a. Identify What problems did many mill owners

have in fi nding workers?b. Analyze How did Samuel Slater’s Rhode Islandsystem change employment practices in mills?

2. a. Describe What was life like for mill workers inthe Lowell system?b. Make Inferences Why would young womenhave wanted to go to work in the Lowell mills?

3. a. Recall Why did workers form trade unions?b. Predict What are some possible problemsthat might arise between factory owners and tradeunions?

Critical Thinking 4. Drawing Conclusions Review your notes on mills

and workers’ reactions to them. Then copy thegraphic organizer to the right and use it to show

how Slater, Lowell, and Sarah G. Bagley affectedworkers’ lives.

FOCUS ON WRITING

5. Examining Working Conditions This sectiontells about mill life and conditions for workers. Inthe chart you started for the fi rst section, list thetwo labor systems used by mills, the person whodeveloped each, and the benefi ts of each system.

KEYWORD: SR8 HP12

Online Quiz

Labor Reform EffortsA strong voice in the union movement wasthat of millworker Sarah G. Bagley. Shefounded the Lowell Female Labor ReformAssociation in 1844 and publicized the strug-gles of factory laborers. The association’s twomain goals were to infl uence an investiga-tion of working conditions by the Massachu-setts state legislature and to obtain a 10-hourworkday. Members of the association passedout pamphlets and circulated petitions.

President Martin Van Buren had granteda 10-hour workday in 1840 for many federalemployees. Bagley wanted this rule to applyto employees of private businesses. These menand women often worked 12 to 14 hours perday, six days per week.

Many working men and women sup-ported the 10-hour-workday campaign,despite the opposition of business owners.In 1845 Sarah Bagley was elected vice presi-dent of the New England Working Men’sAssociation. She was the fi rst woman tohold such a high-ranking position in theAmerican labor movement.

Over time, the unions achieved someconcrete legal victories. Connecticut, Maine,New Hampshire, Ohio, Pennsylvania, and afew other states passed 10-hour-workday laws.

For factory workers in other states, longhours remained common. One witnessdescribed how children were “summoned bythe factory bell before daylight” and workeduntil eight o’clock at night “with nothing but[a] recess of forty-fi ve minutes to get their din-ner.” Union supporters continued to fi ght forwork reforms such as an end to child labor infactories during the 1800s.

READING CHECK Finding Main IdeasWhy did workers form unions, and what were themain goals of union reformers?

SUMMARY AND PREVIEW With the growthof factories, workers faced new opportuni-ties and challenges. In the next section youwill learn about how the TransportationRevolution brought changes to commerceand the daily lives of Americans.

Effect onWorkers

SamuelSlater

Francis CabotLowell

Sarah G.Bagley

ACADEMIC VOCABULARYconcretespecific, real

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Main Idea

AnswersAnalyzing Primary Sources Bagley viewed it as similar to slavery.Reading Check Lowell system— employed young, unmarried women from local farms; Rhode Island system—employed entire families


Workers OrganizeWorkers organized to reform working conditions.

Explain What had happened to the wages of craftspeople and factory workers by the 1840s? craftspeople—to compete with factories, shop own-ers hired more workers and paid them less; factory workers—wages went down as competition for jobs increased

Make Inferences Why did employ-ers think that union workers prevented them from competing? Employers thought they would have to pay union workers higher wages, which would make it harder for them to sell finished goods at lower prices than their competitors.

True or False Answer each statement T if it is true or F if it is false. If false, explain why.1. Samuel Slater’s system of hiring

families and dividing factory work into simple tasks became known as the Lowell system. F; Rhode Island system

2. Many young women did not want to work in the mills because they could earn more working at home. F; Many did want to work in the mills because they could earn more than at other jobs.

3. Trade unions worked to improve pay and working conditions. T

Checking for Understanding

Advanced/Gifted and Talented 1. Ask students to imagine that they work for

the New England Working Men’s Association. Have each student write a speech for Sarah G. Bagley to raise money for the association’s efforts to improve working conditions in the mills.

2. Students’ speeches should summarize the following issues: working conditions, increased competition for jobs, decreasing wages, the 10-hour workday, child labor, and union organization.

3. Have volunteers present their speeches to the class. Conclude by having students describe how Bagley and others contributed to the early labor-union movement. Verbal/Linguistic

Alternative Assessment Handbook, Rubric 43: Writing to Persuade

394

Above Level

MSH06TE_1877_CH12_380-409.indd 394 6/7/07 8:31:43 AM

THE NORTH 395


Reviewing Ideas, Terms, and People 1. a. Identify What problems did many mill owners

have in fi nding workers?b. Analyze How did Samuel Slater’s Rhode Islandsystem change employment practices in mills?

2. a. Describe What was life like for mill workers inthe Lowell system?b. Make Inferences Why would young womenhave wanted to go to work in the Lowell mills?

3. a. Recall Why did workers form trade unions?b. Predict What are some possible problemsthat might arise between factory owners and tradeunions?

Critical Thinking 4. Drawing Conclusions Review your notes on mills

and workers’ reactions to them. Then copy thegraphic organizer to the right and use it to show

how Slater, Lowell, and Sarah G. Bagley affectedworkers’ lives.

FOCUS ON WRITING

5. Examining Working Conditions This sectiontells about mill life and conditions for workers. Inthe chart you started for the fi rst section, list thetwo labor systems used by mills, the person whodeveloped each, and the benefi ts of each system.

KEYWORD: SR8 HP12

Online Quiz

Labor Reform EffortsA strong voice in the union movement wasthat of millworker Sarah G. Bagley. Shefounded the Lowell Female Labor ReformAssociation in 1844 and publicized the strug-gles of factory laborers. The association’s twomain goals were to infl uence an investiga-tion of working conditions by the Massachu-setts state legislature and to obtain a 10-hourworkday. Members of the association passedout pamphlets and circulated petitions.

President Martin Van Buren had granteda 10-hour workday in 1840 for many federalemployees. Bagley wanted this rule to applyto employees of private businesses. These menand women often worked 12 to 14 hours perday, six days per week.

Many working men and women sup-ported the 10-hour-workday campaign,despite the opposition of business owners.In 1845 Sarah Bagley was elected vice presi-dent of the New England Working Men’sAssociation. She was the fi rst woman tohold such a high-ranking position in theAmerican labor movement.

Over time, the unions achieved someconcrete legal victories. Connecticut, Maine,New Hampshire, Ohio, Pennsylvania, and afew other states passed 10-hour-workday laws.

For factory workers in other states, longhours remained common. One witnessdescribed how children were “summoned bythe factory bell before daylight” and workeduntil eight o’clock at night “with nothing but[a] recess of forty-fi ve minutes to get their din-ner.” Union supporters continued to fi ght forwork reforms such as an end to child labor infactories during the 1800s.

READING CHECK Finding Main IdeasWhy did workers form unions, and what were themain goals of union reformers?

SUMMARY AND PREVIEW With the growthof factories, workers faced new opportuni-ties and challenges. In the next section youwill learn about how the TransportationRevolution brought changes to commerceand the daily lives of Americans.

Effect onWorkers

SamuelSlater

Francis CabotLowell

Sarah G.Bagley

ACADEMIC VOCABULARYconcretespecific, real

Main Idea

AnswersReading Check Workers formedunions in an attempt to increase wagesand improve working conditions. Themain goals of unions were to improveworking conditions and wages and toobtain a 10-hour workday.

CloseHave students summarize how lifefor workers in the Northeast changedduring the early and mid-1800s.








Workers OrganizeWorkers organized to reform workingconditions.

Identify Who was Sarah G. Bagley,and why was she important? a keyplayer in the labor union movement;first woman to hold a high position inlabor movement, played a leading rolein reforming working conditions

Summarize How did labor unionsimprove working conditions in themid-1800s? some states passed10-hour workday laws

CRF: Biography Activity: Sarah Bagley

1. a. diffi culty fi nding and keeping enoughworkers willing to do simple work all dayb. Entire families, including children, beganworking in the mills; mill towns developed.

2. a. Workers, mostly young women, workedhard for 12 to 14 hours per day, lived in board-inghouses, and were encouraged to use theirfree time to take classes and form clubs.b. wanted the chance to earn money; prefer-able to life on a farm or as a servant; couldearn more than in other jobs

3. a. concerns about low wages, job competi-tion, and working conditionsb. Strikes could lead to confl ict and possibleviolence as owners tried to end them.

4. Slater—hired entire families to work in mills,divided work into simple tasks; Lowell—hiredyoung women to work in mills, encouragededucation and women’s clubs; Bagley—worked for labor reform; founded the LowellFemale Labor Reform Association

5. Students should describe Slater’s RhodeIsland system and Lowell’s Lowell system.



1824 1840

1807 1830 1860

The Transportation Revolution

3

New forms of transportationimproved business, travel, andcommunication in the UnitedStates.

The Big Idea

1. The Transportation Revolu-tion affected trade and dailylife.

2. The steamboat was one ofthe first developments of theTransportation Revolution.

3. Railroads were a vital part ofthe Transportation Revolution.

4. The Transportation Revolu-tion brought many changes toAmerican life and industry.

Main Ideas

Key Terms and PeopleTransportation Revolution, p. 396Robert Fulton, p. 397Clermont, p. 397Gibbons v. Ogden, p. 397Peter Cooper, p. 398

You live in a small town in Iowa in the 1860s. You’ve never been

more than 30 miles from home and have always traveled by

wagon or on horseback. Now there are plans to build a railroad

westward from Chicago, 200 miles to the east. The tracks will

come through your town! Twice a week, trains will bring goods

from the city and take people farther west.

How would the coming of the railroad change your life?

BUILDING BACKGROUND The Industrial Revolution changed howgoods were made. It brought great changes in the ways that manyAmericans lived. But changes in technology led to major changes inother areas of life, too. Changes in transportation would bring remoteparts of America closer together.

Trade and Daily LifeDuring the 1800s the United States experienced a Transporta-Transporta-tiontion Revolution Revolution —a period of rapid growth in the speed and con- —a period of rapid growth in the speed and con-venience of travel because of new methods of transportationvenience of travel because of new methods of transportation.The Transportation Revolution created a boom in business acrossthe country, particularly by reducing shipping time and costs.As one foreign observer declared in 1835, “The Americans . . .have joined the Hudson to the Mississippi, and made the AtlanticOcean communicate with the Gulf of Mexico.”

These improvements were made possible largely by the inven-tion of two new forms of transportation: the steamboat and steam-powered trains. They enabled goods, people, and information totravel rapidly and effi ciently across the United States.

READING CHECK Finding Main Ideas What benefits did the Transporta-tion Revolution bring to trade and daily life?


SECTION


396 CHAPTER 12

TAKINGNOTES

Create a time line likethe one below. As you

read, fill in the time line with the keyevents in the development of thesteamboat and the locomotive asvital forms of transportation.


Section 3

Review Section 2In each pair of sentences below, choose the sentence that is TRUE.

1. a. Lowell’s textile mills hired many young, unmarried women. b. Lowell’s textile mills hired only more mature, married women.

2. a. Trade unions worked to improve pay and conditions for mill owners. b. Trade unions worked to improve pay and conditions for mill workers.

3. a. Workers on strike refuse to work until employers meet their demands.

b. Workers on strike refuse to work until the courts meet their demands.

Preview Section 3

If YOU were there …You live in a small town in Iowa in the 1860s. You’ve never been more than 30 miles from home and have always traveled by wagon or on horseback. Now there are plans to build a railroad westward from Chicago, 200 miles to the east. The tracks will come through your town! Twice a week, trains will bring goods from the city and take people farther west.

How would the coming of the railroad change your life?

Consider the BENEFITS:• Travel will become easier.

• Products from far away will become available.

• Your goods could be shipped to

Review Answers: 1. a; 2. b; 3. a

Consider the DRAWBACKS:• Sparks from trains can start fires.

• Fences will be needed to keep cattle from straying onto the tracks.

• Some travelers through town could


new markets.

bring trouble.

396 CHAPTER 12

At Level



Building VocabularyPreteach or review the following terms:

deposits concentrations of minerals lyingin an underground pocket (p. 401)

monopolistic when one companycontrols an industry or market (p. 397)



The Transportation Revolution1. Teach Ask students the questions in the


2. Apply Have each student write the BigIdea, listed above, in the middle of a pieceof paper. Above the Big Idea, have studentsdraw a box and label it Causes. Below theBig Idea, have students draw a box andlabel it Effects. Have students list the factorsthat led to new forms of transportation andidentify what those new forms were. Then

have students describe the effects of theTransportation Revolution. Visual/Spatial

3. Review Have the class review the causesand effects of the Transportation Revolution.

4. Practice/Homework Have each studentwrite a paragraph summarizing the signifi -cance of the Transportation Revolution.

Verbal/Linguistic

Alternative Assessment Handbook, Rubrics 13:Graphic Organizers; and 37: Writing Assignments


Main Idea

Main Idea

AnswersReading Check (previous page)

connected people and improvedcommunication across the nationby making travel faster and moreconvenient; reduced shipping time andcosts, which led to a boom in businessReading Check reinforced federalgovernment’s authority to regulate tradebetween states


Trade and Daily LifeThe Transportation Revolution affectedtrade and daily life.

Define What was the TransportationRevolution? a period of rapid growthin the speed and convenience of travelbecause of new forms of transportation

Identify What two new modes oftransportation largely contributed tothe Transportation Revolution?steamboats; steam-powered trains

1. Have students examine the image on this page.Ask them to explain what the various people inthe image are doing. Next, have students examinethe way the people are dressed. What two cat-egories of people can students identify based ondress? (passengers and workers loading cargo)Based on these groups, what services did steam-boats provide? (passenger and freight services)

2. Guide students in a discussion about thedevelopment of the steamboat and how itaffected trade and daily life.

3. Then have each student write at least threenewspaper headlines about steamboat devel-opment and its effects.

4. Have volunteers present their headlines tothe class. Verbal/Linguistic, Visual/Spatial


English-Language Learners

SteamboatsThe steamboat was one of the fi rstdevelopments of the TransportationRevolution.

Recall Who was Robert Fulton?American steamboat designer whoproduced the first full-sized commer-cial steamboat, the Clermont

Explain Why were steamboats wellsuited for river travel? could travelupriver; did not rely on wind power

Make Inferences Why do you thinkOgden did not want Gibbons to oper-ate a steamboat service in New York?because Ogden had a monopoly; hewanted to keep all the business andprofits for himself

CRF: Literature Activity: Mark TwainPilots a Steamboat

U.S. Supreme Court Case Studies:Gibbons v. Ogden (1824)

397

Below Level


398 CHAPTER 12

American RailroadsWhat the steamboat did for water travel, thetrain did for overland travel. Steam-poweredtrains had fi rst been developed in Great Brit-ain in the early 1800s. However, they did notbecome popular in the United States until the1830s. In 1830 Peter Cooper built a small butpowerful locomotive called the Tom Thumb.He raced the locomotive against a horse-drawn railcar. Eyewitness John Latrobe laterdescribed the race, in which Tom Thumb hada slow start and fell behind. Latrobe wrote,“The pace increased, the passengers shouted,the engine gained on the horse . . . then theengine passes the horse, and a great hurrahhailed the victory.” Unfortunately for Coo-per, victory was spoiled when Tom Thumbbroke down and lost the race near the end.

Despite the defeat, the contest showedthe power and speed of even a small loco-motive. Railroad fever soon spread. By 1840railroad companies had laid about 2,800miles of track—more than existed in all of

Europe. French economist Michel Chevalierdescribed Americans as having “a perfectpassion for railroads.”

As more railroads were built, engineersand mechanics overcame many tough chal-lenges. Most British railroads, for example,ran on straight tracks across fl at ground. Inthe United States, however, many railroadshad to run up and down steep mountains,around tight curves, and over swift rivers.Railroad companies also built the tracksquickly and often with the least expensivematerials available. As time went on, engi-neers and mechanics built heavier, faster,and more powerful steam locomotives.

By 1860 about 30,000 miles of railroadlinked almost every major city in the east-ern United States. As a result, the economysurged forward. For example, American loco-motives hauled more freight than those inany other country. The railroad companiesquickly became some of the most power-ful businesses in the nation. As the railroad

The Steam Train

Boiling water produces steam, which pushes pistonsback and forth in a steam engine. These pistonsare connected to rods that rotate the wheels of thelocomotive.

Why does the train have a firebox?

SCIENCE AND TECHNOLOGY

As steam follows the path of the whitearrows in to the cylinder, the pressurepushes the piston in the direction ofthe large blue arrow. Connecting rodsturn the wheel half a turn.

When the small valve rod moves, theother valve is blocked, pushing steaminto the other side of the cylinder.The pressure moves the piston in thedirection of the large blue arrow andthe wheel completes a turn.

Piston

2

1

2

1

Main Idea

AnswersScience and Technology to heat thewater in order to produce steam, whichpowers the train’s pistons


American RailroadsRailroads were a vital part of theTransportation Revolution.

Identify Where and when weresteam-powered trains fi rst developed?in Great Britain in the early 1800s

Analyze What was the signifi cance ofthe 1830 race involving the Tom Thumblocomotive? Although the locomotivelost, the race showed the power andspeed of even a small locomotive andhelped lead to railroad fever in theUnited States.

Summarize In what ways did rail-roads affect daily life? reduced traveltime, linked many major cities, helpedtie communities together, sped upcommunication and the pace of life

Make Inferences Why do you thinkrailroad companies became some ofthe nation’s most powerful businesses?possible answers—controlled passengerand freight transportation; profitedfrom the growth of trade

Political Cartoons Activities for UnitedStates History, Cartoon 14: Fears ofthe Railroad

Analyzing VisualsThe Steam Train

Riding in a Steam EngineAsk students to imagine that it is themid-1800s and they are riding on asteam locomotive for the fi rst time. Theengineer invites them to join him in theengine car. Have students describe whatit is like there based on the images andinformation at right. (Students mightsuggest that it is loud, hot, steamy, andrough travel but exciting.) Struggling Readers

Materials: art supplies

1. Lead a discussion on the innovations of theTransportation Revolution and the effects ofthose innovations on the economy and dailylife in the United States.

2. Have each student create a drawing illustratinginnovations of the Transportation Revolution.

3. Then have each student write a caption for hisor her drawing explaining how transportationinnovations changed life in the United States.

Visual/Spatial

Alternative Assessment Handbook, Rubric 3:Artwork

398

Below Level


system grew, manufacturers and farmerscould send their goods to distant markets.

In addition to their tremendous eco-nomic impact, the railroads made a power-ful impression on the senses of passengersand observers. Trains were the fastest form oftransportation most people had ever experi-enced. While wagons often traveled less than2 miles per hour, locomotives averaged about20 miles per hour. Writer George TempletonStrong of New York City described the thrillof a steam train passing by in the night:

“Whizzing and rattling and panting, with its fi eryfurnace gleaming in front, its chimney vomit-ing fi ery smoke above, and its long train of carsrushing along behind like the body and tail of agigantic dragon— . . . and all darting forward atthe rate of twenty miles an hour. Whew!”

—George Templeton Strong, quoted inThe Market Revolution by Charles Sellers

Riding on the early trains was often anadventure, but it could also be quite danger-ous. Engineers trying to stay on time some-times traveled too fast. English citizen CharlesRichard Weld was on a railroad car that fl ewoff the tracks. To his amazement, the otherpassengers did not complain about the acci-dent. Instead, they praised the engineer fortrying to keep on schedule!

Passengers accepted such risks because therailroads reduced travel time dramatically. Rail-roads also helped tie communities together. In1847 Senator Daniel Webster spoke for manypeople in the United States when he declaredthat the railroad “towers above all other inven-tions of this or the preceding age.”

READING CHECK Drawing InferencesIn what ways did railroads affect the economyof the United States?

Chimney

Smoke boxWater

Regulator Boiler Firebox Fire doors

In 1883 fourstandard timezones wereintroduced in theUnited States tohelp railroadsoffer uniformtrain schedules.Today travelersmight cross oneor more timezones in a singleairplane flight.

THE IMPACT

TODAY

THE NORTH 399

Piston

AnswersReading Check reduced shippingtimes and costs, which led to a surgein the economy and the rapid growth ofpowerful railroad companies

Critical Thinking: Acquiring Information

BiographyPeter Cooper (1791–1883) With littleformal education, Peter Cooper becameone of the foremost inventors and manu-facturers of the American IndustrialRevolution. His contributions to therailroad were matched by his success inbusiness, including iron manufacturing.Skilled at a number of trades, Cooperinvented several new products, includ-ing a type of washing machine and awaterpower device for canal barges.In addition, Cooper promoted socialreforms such as paid police forcesand fi refi ghters and improved publicsanitation. In 1859 he founded a schoolproviding free courses in science,engineering, and art. In his later yearshe said, “I have endeavored to rememberthat the object of life is to do good.”

Connect to Scienceand TechnologySteam Power Before the IndustrialRevolution began, people used naturalsources of energy to do work. Thesesources included animals, waterpower,and wind power. Steam power provideda new source of energy. The fi rst steamengines were built in the early 1700sin Europe. In the 1800s AmericanOliver Evans helped develop a smallerand more powerful steam engine. Thisengine was ideal for steamboats run-ning on the Mississippi River or trainsracing across the American countryside.Engineers continued to use and improvesteam engines throughout the 1800s.

Analyze How do you think steamengines changed the way people livedand worked? possible answer—Steamengines enabled people to live and workin a wider variety of locations.

Baltimore and Ohio Railroad1. Have students work in groups to conduct

research on the Baltimore and Ohio Railroad,the fi rst steam-operated railway in theUnited States to provide both freight andpassenger service.

2. Organize students into small groups to inves-tigate different aspects of the railroad. Topicsfor research might include locomotives andcars, routes of tracks, formation of thecompany, history of the company’s growth,and leaders of the company. Each group

should write one or more questions to guideits research.

3. Have each group create a display combiningarticles, captions, drawings, diagrams, andmaps about its topic.

4. Display students’ work in the classroom.Interpersonal, Verbal/Linguistic

Alternative Assessment Handbook, Rubrics 29:Presentations; and 30: Research

Above Level

399

Research Required


Main Idea

AnswersInterpreting Maps 1. in the northeast; 2. Americans laid tracks and built tunnels and bridges for railroads, cut down trees and cleared forests for timber, and dug mines in the earth for coal.

Critical Thinking: Analyzing Information At Level

Transportation Revolution Brings Changes

The Transportation Revolution brought many changes to American life and industry.

Recall How did the railroads affect settlement patterns in the United States? Towns and cities along rail lines grew, while those not near railroads suffered; some cities developed into transportation hubs.

Identify Cause and Effect How did the coal industry change the landscape? New coal mining towns developed, and coal mines created deep gashes in the earth.

Analyze How were the railroad and steel industries interrelated? Railroads transported steel to build factories and machines; steel was used to make the rails for trains.

CRF: History and Geography Activity: The Transportation Revolution

Map Transparency: Transportation R

outes, 1850

✴ Interactive Map: Transportation Routes, 1850

Info to Know The Railroad in the Midwest In 1850, Illinois was still a frontier state, with 8 of its 10 cities located on Lake Michigan or along the Mississippi or Illinois rivers. Railroads brought a population explo-sion to formerly small Illinois towns. Between 1850 and 1855, Cairo, Illinois, grew from 300 to 1,300 inhabitants; Vandalia, Illinois, grew from 360 to 1,000; and Freeport, Illinois, grew from 1,400 to 5,000 residents.

Railroads, Coal, and Steel Diagram 1. Guide students in a discussion of the relation-

ships among wood, coal, iron, steel, and the railroad industry.

2. Have students refer to their texts to under-stand how and why coal replaced timber as a fuel source, and why steel replaced iron. Make a class list of the uses of coal and steel.

3. Then have each student create a diagram showing the relationship among the railroad industry and the coal and steel industries.

4. Have volunteers explain their diagrams with the class. Correct any student errors.

Visual/Spatial

Alternative Assessment Handbook, Rubric 7: Charts


THE NORTH 401

sprang up in places where coal deposits exist-ed. Miners made deep gashes in the earth removing the coal.

Later, in the 1870s, the demand for coal increased as the demand for steel grew. Steel is made through a smelting process—heating iron ore to very high temperatures. Coal was used to fi re the furnaces. Steel, which is much stronger than iron, was increasingly used to build factories and the machines they pro-duced. Steel was also used to make the rails that trains ride on.

The growing market for steel helped fuel the need for more railroads. Railroads trans-ported steel to places where new factories were being built. Railroads also brought new steel farming tools and machines to farmers in the Midwest. Using the new equipment, farmers produced more crops. Railroads then transported their harvests to markets.

Effects of RailroadsThe railroads played a role in the growth of other businesses as well. The logging indus-

try expanded as people in the growing towns and cities needed wood for houses and fur-niture. As newspaper publishing increased, demand for paper grew. Lumber items became the primary product of New Eng-land. Settlers spreading out across the Mid-west cut down trees and plowed up prairies to make farmland. Deforestation, or cutting down and removing trees, took place on a large scale.

Railroads also caused cities to grow. Some cities became transportation hubs. Chicago was one such city. Its location on Lake Michi-gan made it an ideal transportation hub, link-ing the Midwest to the East and South.

READING CHECK Analyzing InformationWhat role did railroads play in the growth of thecoal industry?

SUMMARY AND PREVIEW The Transpor-tation Revolution changed the way busi-ness was done. In the next section you will learn about more technological advances.


Reviewing Ideas, Terms, and People 1. a. Identify What forms of transportation were

improved or invented at this time? b. Explain What effect did the Transportation

Revolution have on the United States? 2. a. Describe What were the benefi ts of steamboat travel? b. Analyze What effect did the ruling in the

Gibbons v. Ogden case have on federal government? 3. a. Describe What event showed the power and

speed of locomotives? b. Draw Conclusions How did railroads affect

trade and business in the United States? c. Elaborate Why do you think Americans were

fascinated by railroads? 4. a. Describe What physical obstacles did railroad

construction in the United States face? b. Analyze What effects did the Transportation

Revolution have on the U.S. economy? c. Elaborate Do you think the Transportation

Revolution played a role in deforestation? Explain.

Critical Thinking 5. Identifying Effects Review your time line on the

steamboat and the locomotive. Then copy the chart below and use it to show how they affected business, travel, and communication in the United States.

FOCUS ON WRITING

6. Describing Travel Inventions Add the steamboat and locomotive to your list. Note the individu-als involved in their development as well as how these new methods of travel changed life for people in the United States.

KEYWORD: SR8 HP12

Online Quiz

FOCUS ON READINGWhat causes andeffects do yousee in thissection?

Steamboat

Locomotive

Effects

AnswersFocus on Reading changes inenvironment because of logging andmining; rising demand for coal as a resultof rising demand for steel; rising demandfor steel because of new factories,machines, and rails; rising demandfor railroads to transport steel andharvests; rising demand for wood as aresult of growing towns and newspaperpublishing; deforestation as a result ofrising demand for wood; city growth as aresult of access to railroadsReading Check As faster trains werebuilt, coal replaced wood as the mainsource of power.

CloseBriefl y review the ways in which theTransportation Revolution changedAmerican trade, industry, and life.








1. a. steamboats, steam-powered trainsb. made travel faster, more convenient;reduced shipping time and costs

2. a. could go upriver; did not need wind powerb. reinforced its authority over the states

3. a. 1830 race that pitted the locomotive TomThumb against a horse-drawn railcarb. economy grew, became easier and fasterto get goods to distant markets, railroadcompanies became powerful businessesc. possible answer—At the time, locomotiveswere the fastest, most powerful machines.

4. a. steep mountains, uneven land, swift riversb. created a national economy; led to newindustries and the growth of other industriesc. yes, railroads caused the growth of towns,which caused the need for wood for housingand the newspaper industry

5. enabled goods, people, and information totravel rapidly and effi ciently; affected businessand population growth; increased prosperity

6. Students should identify the key people andeffects of the Transportation Revolution.



Inventions Effects

Telegraph

Steam Power

Mass Production

Home Inventions

1798 Eli Whitney proposed the idea of mass producing

guns. Machines like this one made it possible for work-

ers to make interchangeable parts efficiently.

American Inventions

Time Line

You own a small shop in Chicago, Illinois, in the 1850s. You sell

ladies’ hats and gowns. When you need more hats, you send a

letter to the manufacturer in New York. Sometimes it takes weeks

for the letter to get there. One day, the owner of the shop next

door tells you about a wonderful new machine. It can send orders

from Chicago to New York in just minutes!

How would a machine like this change your business?

BUILDING BACKGROUND The Industrial and Transportationrevolutions had far-reaching effects on Americans’ lives. They led tostill more innovations in technology. Some of the new machines anddevices speeded up processes for business owners. Others madelife easier for people at home.

Telegraph Speeds CommunicationIn 1832 Samuel F. B. Morse perfected the telegraphtelegraph —a—a devicedevicethat could send information over wires across great distancesthat could send information over wires across great distances. Todevelop the telegraph, Morse studied electricity and magnetism.

More Technological Advances

1. The telegraph made swiftcommunication possible fromcoast to coast.

2. With the shift to steam power,businesses built new fac-tories closer to cities andtransportation centers.

3. Improved farm equipment andother labor-saving devicesmade life easier for manyAmericans.

4. New inventions changed livesin American homes.

Advances in technology led tonew inventions that continuedto change daily life and work.

Main Ideas

The Big Idea

Key Terms and PeopleSamuel F. B. Morse, p. 402telegraph, p. 402Morse code, p. 403John Deere, p. 404Cyrus McCormick, p. 404Isaac Singer, p. 405


4

1831 Cyrus McCormick invents the mechanical reaper.

Harvesting grain becomes eight times more efficient.

SECTION


402 CHAPTER 12

TAKINGNOTES

As you read, take noteson the new advances

in technology listed in the section.Create a graphic organizer like theone shown below that identifies theeffects of each.


Review Section 3Read the statements below and determine who or what is “speaking.”

1. “I named my full-sized commercial steamboat the Clermont. Who am I?”

2. “I built a powerful locomotive called the Tom Thumb. Who am I?”

3. “I am the period of rapid growth in the speed and convenience of travel. What am I?”

4. “As faster locomotives were built, I replaced wood as the main source of power. What am I?”

Preview Section 4

If YOU were there …You own a small shop in Chicago, Illinois, in the 1850s. You sell ladies’ hats and gowns. When you need more hats, you send a letter to the manu-facturer in New York. Sometimes it takes weeks for the letter to get there. One day, the owner of the shop next door tells you about a wonderful new machine. It can send orders from Chicago to New York in just minutes!

How would a machine like this change your business?

Consider POSITIVE changes:• Orders could be sent quickly.

• Adjustments in orders could be made easily.

• Greater efficiency would enable you to serve more customers.

Consider the DRAWBACKS:• Competitors could eavesdrop.

• New technology can be intimidating.

• Sending a message might be expensive.

Review Answers: 1. Robert Fulton; 2. Peter Cooper; 3. the Transportation Revolution; 4. coal

Section 4


402 CHAPTER 12

At Level



Building VocabularyPreteach or review the following terms:

magnetism force of attraction for ironexerted by magnets or by electrical chargesor currents (p. 402)

reaper harvesting machine (p. 404)

transcontinental crossing the continent(p. 403)



More Technological Advances1. Teach Ask students the questions in the


2. Apply Ask students to imagine that theyare writers for an 1800s magazine called“New Technology Today.” Have each stu-dent write an article describing the newinventions covered in this section andexplaining how they are improving life forAmericans at home and at work.

Verbal/Linguistic

3. Review To review, have volunteers readtheir articles aloud. Correct any studenterrors or misconceptions.

4. Practice/Homework Have each student,working for the same magazine, write a fi c-tional interview with one of the key peoplein this section. Verbal/Linguistic



Morse put the work of other scientists togeth-er in a practical machine.

The telegraph sent pulses, or surges, ofelectric current through a wire. The tele-graph operator tapped a bar, called a tele-graph key, that controlled the length of eachpulse. At the other end of the wire, thesepulses were changed into clicking sounds. Ashort click was called a dot. A long click wascalled a dash. Morse’s partner, Alfred LewisVail, developed a system known as MorseMorsecodecode—different combinadifferent combinations of dotstions of dots andanddashes that represent each letdashes that represent each letter of the alpha-ter of the alpha-betbet. For example, dot dot dot, dash dash dash,dot dot dot is the distress signal called SOS.Skilled telegraph operators could send andreceive many words per minute.

Several years passed before Morse wasable to connect two locations with telegraphwires. Despite that achievement, peopledoubted his machine. Some people did notthink that he was reading messages sentfrom miles away. They claimed that he wasmaking lucky guesses.

Morse’s break came during the 1844Democratic National Convention in Balti-more, Maryland. A telegraph wired news ofthe presidential candidate’s nomination to poli-ticians in Washington. The waiting politiciansresponded, “Three cheers for the telegraph!”Telegraphs were soon sending and receivinginformation for businesses, the government,newspapers, and private citizens.

The telegraph grew with the railroad.Telegraph companies strung their wires onpoles along railroads across the country. Theyestablished telegraph offi ces in many trainstations. Thousands of miles of telegraphline were added every year in the 1850s.The fi rst transcontinental line was fi nishedin 1861. By the time he died in 1872, Morsewas famous across the United States.

READING CHECK Identifying Cause and EffectWhat event led to the widespread use of the tele-graph, and what effect did the telegraph have oncross-country communications?

1832 Samuel F. B. Morse invents the telegraph. Long-distance communication becomes almost instantaneous.

1837 John Deere invents the steel plow. The tough prairie sod can be cut and the thick soil ploughed without having to constantly clean the plow.

Samuel F. B. Morse(1791–1872)

Like steamboat creator Robert Fulton, Samuel F. B. Morse began his career as a painter rather than as an inventor. In 1832 Morse was a widower struggling to raise his three children alone. He became interested in the idea of sending messages electrically. Morse hoped he could invent a device that would earn him enough money to support his family. Even-tually, earnings from the telegraph made Morse extremely wealthy.

Drawing Conclusions What motivatedMorse to invent the telegraph?

B I O G R A P H Y

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Main Idea

AnswersBiography wanted to earn enoughmoney to support his family, wasinterested in the idea of sendingmessages electronicallyReading Check event—DemocraticNational Convention of 1844; effect—news and information could travelquickly over long distances


Telegraph SpeedsCommunication

The telegraph made swift communica-tion possible from coast to coast.

Describe Who invented the telegraph,and what is it? Samuel F. B. Morse;a device that sends electric pulsesthrough a wire to another location

Explain How does Morse code work?A system of dots and dashes or longand short clicks is used to representthe different letters in the alphabet.

Evaluate What signifi cant eventoccurred in 1861, and how do youthink it changed the nation? what—completion of the first transcontinentaltelegraph wire; effects—sped commu-nication, made the nation seem moreunited, increased business productivityas a result of faster communication

Linking to TodayTelegraphs: Hello and GoodbyeBy 1866, telegraph cables had been runacross the Atlantic Ocean. Cable tech-nology of the 1870s enabled multipleuses along a single line. After ThomasEdison patented the telephone in 1876,telegraph and telephone messages sharedthe same lines. Despite fears that thetelephone would replace the telegraph,the technology fl ourished for many years.Today, modern communication such ase-mail has made the telegraph obsolete.

New Technology PosterHave each student create a poster show-ing a communication device that theypredict might replace the cell phoneor e-mail.

Struggling Readers1. Give each student a sheet of paper with the

name of an invention described in this sectionwritten on it.

2. Have students write brief notes or drawpictures on the reverse side of the paper todescribe the invention’s purpose, facts aboutits creation, details about how it infl uencedsociety, or its advantages over earlier devices.

3. Have volunteers read or show the clues on theback of their papers and have the rest of theclass try to identify the invention.

4. Have students share and keep their papers asstudy aids. Verbal/Linguistic, Visual/Spatial

Alternative Assessment Handbook, Rubric 1:Acquiring Information

403

Below Level

Prep Required


Steam Power andNew FactoriesAt the start of the Industrial Revolution, mostfactories ran on waterpower. In time, however,factory owners began using steam power. Thisshift brought major changes to the nation’sindustries. Water-powered factories had to bebuilt near streams or waterfalls. In contrast,steam power allowed business owners to buildfactories almost anywhere. Yet the Northeastwas still home to most of the nation’s indus-try. By 1860 New England alone had as manyfactories as the entire South did.

Some companies decided to build theirfactories closer to cities and transportationcenters. This provided easier access to work-ers, allowing businesses to lower wages. Beingcloser to cities also reduced shipping costs.Cities soon became the center of industrialgrowth. People from rural areas as well asforeign countries fl ocked to the cities for fac-tory jobs.

Factory workers improved the designs ofmany kinds of machines. Mechanics inventedtools that could cut and shape metal, stone,and wood with great precision. By the 1840sthis new machinery was able to produceinterchangeable parts. Within a short periodof time, the growing machine-tool industrywas even making customized equipment.

READING CHECK Finding Main IdeasWhat changes resulted from the shift to steam power?

Improved Farm EquipmentDuring the 1830s, technology began trans-forming the farm as well as the factory. In1837 blacksmith John Deere saw that friendsin Illinois had diffi culty plowing thick soilwith iron plows. He thought a steel blademight work better. His design for a steel plowwas a success. By 1846 Deere was selling 1,000plows per year.

In 1831 Cyrus McCormick developeda new harvesting machine, the mechani-cal reaper, which quickly and effi ciently cutdown wheat. He began mass producing hisreapers in a Chicago factory. McCormickused new methods to encourage sales. Hiscompany advertised, gave demonstrations,and provided a repair and spare parts depart-ment. He also let customers buy on credit.

The combination of Deere’s plow andMcCormick’s reaper allowed Midwesternfarmers to plant and harvest huge crop fi elds.By 1860, U.S. farmers were producing morethan 170 million bushels of wheat and morethan 800 million bushels of corn per year.

READING CHECK Summarizing Whatmarketing methods did McCormick use tohelp sell his farm equipment?

1851 Isaac Singer improves the sewing machine. The production and repair of clothing becomes much easier.

1849 Walter Hunt invents the safety pin.

American Inventions (continued)

404

Main Idea

Main Idea

AnswersReading Check (left) Factories werebuilt closer to cities, which led to lowerwages and shipping costs, made citiesindustrial centers, drew immigrants andrural people, and led to urban growth.Reading Check (right)

advertisements, demonstrations,provided repair and spare partsdepartments, offered credit

Collaborative Learning At Level

Steam Powerand New Factories

With the shift to steam power, busi-nesses built new factories closer tocities and transportation centers.

Recall What began to replace waterpower in factories? steam power

Identify Cause and Effect Howdid the use of steam power changewhere factories were located?Factories no longer had to be locatedon streams or waterfalls, so ownersbegan to build factories near cities forbetter access to workers and markets.

New Technology JinglesMaterials: recordings of product jingles(optional)

1. Organize students into small groups. Assigneach group one of the inventions or advancesin technology mentioned in this section.

2. Have each group write a jingle promotingeither the sale of the item or its use (such asthe use of the telegraph service).

3. If possible, play recordings of some productjingles for students before they start working.Allow the groups to select existing tunes touse for their jingles.

4. Have each group practice its jingle and thenperform it for the class. Interpersonal,Verbal/Linguistic

Alternative Assessment Handbook, Rubrics 2:Advertisements; and 26: Poems and Songs

Improved FarmEquipment

Improved farm equipment and otherlabor-saving devices made life easierfor many Americans.

Recall What problem was JohnDeere trying to solve with his steelplow? existing iron plows were notstrong enough to plow thick soil

Identify Cause and Effect Howdid Cyrus McCormick’s mechanicalreaper change agriculture? enabledfarmers to harvest huge fields

CRF: Biography Activity: John Deere


Section 4 AssessmentKEYWORD: SR8 HP12

Online Quiz

Changing Life at HomeMany inventions of the Industrial Revolu-tion simply made life easier. When Alexisde Tocqueville of France visited the UnitedStates in the early 1830s, he identifi ed whathe called a very American quality.

“[Americans want] to be always making life morecomfortable and convenient, to avoid trouble,and to satisfy the smallest wants [desires] with-out effort and almost without cost.”

—Alexis de Tocqueville, from Democracy in America

The sewing machine was one of theseconveniences. Elias Howe, a factory appren-tice in Lowell, Massachusetts, fi rst inventedit. Isaac Singer then made improvementsto Howe’s design. Like McCormick, Singerallowed customers to buy his machines oncredit and provided service. By 1860 Singer’scompany was the world’s largest maker ofsewing machines.

Other advances improved on every-day items. In the 1830s, iceboxes cooled bylarge blocks of ice became available. Iceboxesstored fresh food safely for longer periods.Iron cookstoves began replacing cooking fi resand stone hearths.

Companies also began to mass produceearlier inventions. This allowed many fami-lies to buy household items, such as clocks,that they could not afford in the past. Forexample, a clock that cost $50 in 1800 wasselling for only $1.50 by the 1850s. Addi-tional useful items created during this period

include matches introduced in the 1830s,and the safety pin, invented in 1849. All ofthese inventions helped make life at homemore convenient for an increasing numberof Americans.

READING CHECK Analyzing How did labor-saving inventions affect daily life?

SUMMARY AND PREVIEW New machinesand inventions changed the way Americanslived and did business in the early 1800s.In the next section you will learn how agri-cultural changes affected the South.

Reviewing Ideas, Terms, and People 1. a. Describe How did the telegraph work?

b. Predict What impact might the telegraph have on thefuture of the United States?

2. a. Describe How did waterpowered factories differ fromsteam-powered factories?

b. Explain How did the shift to steam power lead to thegrowth of cities?

3. a. Identify What contributions did Cyrus McCormick andJohn Deere make to farming?

b. Analyze What effect did new inventions have on agri-culture in the United States?

4. a. Identify What inventions improved life at home? b. Evaluate Which invention do you think had the great-est effect on the daily lives of Americans? Why?

Critical Thinking5. Supporting a Point of View Review your notes on tech-

nological advances and their effects. Then create a graphicorganizer like the one below that shows the top threeadvances you think are most important and why.

FOCUS ON WRITING

6. Describing Technological Advances Add notes about theinventions mentioned in this section to your chart. Thinkabout which invention you will use for your newspaperadvertisement.

New inventions,such as cellphones, laptopcomputers, andmicrowave ovens,continue to makelife easier andmore convenientfor people today.

THE IMPACT

TODAY

1859 Manufactured goods become more valuable than agricultural goods in the country’s economy for the first time. The United States is

becoming a modern industrial nation.

READING TIME LINES

Which two inventions improvedAmerican agriculture?

ANALYSIS

SKILL

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Most Important Why

Main Idea

AnswersReading Time Lines steel plow,mechanical reaperReading Check People could do thingsfaster and more easily and conveniently,had more time for leisure.

CloseBriefl y review the ways in which newtechnology and inventions changedAmerican life and business.








Changing Lifeat Home

New inventions changed lives inAmerican homes.

Explain What other new inventionsimproved daily life for Americans?sewing machine, icebox, iron cook-stove, matches, safety pin

Evaluate Do you think de Tocqueville’sopinion of Americans is still true today?Why or why not? possible answer—Yes, because Americans continue tocreate devices to improve life.

CRF: Interdisciplinary Project: UsingMeasurements

1. a. It sent electrical pulses through a wire,which were changed into clicking soundsthat represented letters in the alphabet.b. more unifi ed nation, business growth

2. a. Water-powered factories had to be locatednear running water; steam-powered factoriescould be built almost anywhere.b. Factories were built closer to cities, whichdrew immigrants and people from rural areas.

3. a. McCormick—mechanical reaper; Deere—steel plowb. larger harvests, ability to farm more land

4. a. sewing machine, icebox, iron cookstove,matches, safety pinb. Answers will vary but should refl ect anknowledge of the effects of new inventions.

5. possible answer: Telegraph—Informationcould travel quickly over long distances;Steam Power—factories moved, peo-ple moved to cities, cities grew; MassProduction—more families were able to buyuseful household items, such as clocks

6. Students should describe the inventions.



Social Studies Skills Activity: Personal Conviction and Bias

Personal Convictionand Bias

Bias in the News

Materials: copies of newspaper frontand editorial pages

1. Pass out photocopies of the edito-rial page and the front page from alocal newspaper. Have students con-trast the articles that appear on eachpage. Guide students in determiningthat the front-page news coverage ismainly objective reporting of facts.The editorial page likely containsmany opinionated items.

2. Next, have students examine the edi-torials and letters to the editor. Askstudents to identify any biases thewriters might hold. How are thesebiases shaping the writers’ viewpointsand opinions? See if students can fi ndexamples of stereotyping or prejudice.

3. Then assign students one editorial orletter to the editor. Have each studentcreate a three-column chart listingthe verifi able statements, or facts; theunverifi able statements, or opinions;and any examples of bias. Reviewstudents’ charts as a class.

Verbal/Linguistic

Alternative Assessment Handbook,Rubric 7: Charts

Interactive Skills Tutor CD-ROM,Lesson 20: Evaluate Sources ofInformation for Authenticity,Reliability, and Bias

CRF: Social Studies Skills Activity:Personal Convictions and Bias

AnswersPractice the Skill Answers will vary,but students should note that Crockettassumes that the work the women aredoing makes them useful and will helpensure their respectability. He also thinkseveryone will be astonished to see theamount and type of work the womenare doing.

Identifying Bias in Primary Sources At Level

1. Have students review “Primary Source: SarahG. Bagley and Workers’ Rights” in Section 2of this chapter.

2. Write the following questions for students tosee. Have students work in pairs or in smallgroups to answer the questions.

• What beliefs and experiences in Bagley’sbackground might have shaped her views?

• What opinions does she present?

• What emotional or negative language doesshe use?

• What biases and stereotypes does thepassage reveal?

3. Discuss students’ answers as a class. If timeallows, have students compare and contrastthe biases of Crockett to those of Bagley.

Interpersonal, Verbal/Linguistic

Alternative Assessment Handbook, Rubric 16:Judging Information


Reviewing Vocabulary,Terms, and PeopleComplete each sentence below by fi lling in the blankwith the correct term or person from the chapter.

1. The system of _____________ was developed torepresent letters of the alphabet when sendingtelegraph messages.

2. The first American woman to hold a high-ranking position in the labor movement was_________________________________.

3. The ____________ was a period of rapid growthin the use of machines and manufacturing.

4. The first locomotive in the United States wasbuilt by ____________________________________.

5. Workers would sometimes go on __________ toforce factory owners to meet their demands forbetter pay and working conditions.

6. The ____________ industry, which producedcloth items, was the first to use machines formanufacturing.

Comprehension andCritical ThinkingSECTION 1 (Pages 384–389)

7. a. Identify What ideas did Eli Whitney want toapply to the manufacture of guns?

b. Analyze How did the War of 1812 lead to aboom in manufacturing in the United States?

c. Elaborate Why do you think the IndustrialRevolution began in Great Britain rather than inthe United States?

SECTION 2 (Pages 390–395)

8. a. Describe What was mill life like?

b. Draw Conclusions How did the Rhode Islandsystem and the Lowell system change the livesof American workers?

c. Evaluate Were reformers such as Sarah G.Bagley effective in improving labor conditions?Why?

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Chapter ReviewCHAPTER12Use the visual summary below to help you reviewthe main ideas of the chapter.

VisualSummary

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Review and Assessment Resources

Review and ReinforceSE Chapter Review

CRF: Chapter Review Activity

Quick Facts Transparency: The North VisualSummary

Spanish Chapter Summaries Audio CD Program

Online Chapter Summaries in Six Languages

OSP Holt PuzzlePro; GameTool for ExamView

Quiz Game CD-ROM

AssessSE Standardized Test Practice

PASS: Chapter Test, Forms A and B


OSP ExamView Test Generator, Chapter Test

Differentiated Instruction Modifi ed Worksheetsand Tests CD-ROM: Chapter Test

Holt Online Assessment Program(in the Premier Online Edition)

Reteach/Intervene Interactive Reader and Study Guide

Differentiated Instruction Teacher ManagementSystem: Lesson Plans for Differentiated Instruction

Differentiated Instruction Modifi ed Worksheetsand Tests CD-ROM



Chapter Resources:KEYWORD: SR8 US12

Visual SummaryReview and Inquiry Each of theinventions shown in the picture can beseen as in some way contributing to thegrowth of cities. Have students list thekey events and people connected to eachinvention shown. Then have each stu-dent write a paragraph describing howthe visual summary illustrates the over-all effects of the Industrial Revolution.

Quick Facts Transparency: The NorthVisual Summary

Reviewing Vocabulary,Terms, and People 1. Morse code

2. Sarah G. Bagley

3. Industrial Revolution

4. Peter Cooper

5. strike

6. textile

Comprehension andCritical Thinking 7. a. interchangeable parts and the

use of machines powered by waterb. The War of 1812 stopped theexport of many foreign goods,which led Americans to buyAmerican goods, which in turnincreased manufacturing.c. possible answer—Great Britainhad more trouble meeting thedemand for goods, which led tothe development of machines toimprove effi ciency.


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408 CHAPTER 12

8. a. monotonous work for long hours; sometimes dangerous b. Many people, including women and children, moved to towns or cities and began working in factories instead of on farms or at home.c. possible answers—Yes, several states passed 10-hour workday laws; no, success was limited because the courts and police supported the owners.

9. a. business and trade grew; improved travel for people b. Possible answers—They had a successful business that the country depended on for trade, travel, and transportation. c. Students’ answers will vary, but should refl ect an understanding of the ways in which the Transportation Revolution changed the economy and life in the United States.

10. a. shifted to using steam power, which enabled factories to be built almost anywhere b. People could communicate quickly over long distances. c. Answers will vary, but students should consider working conditions in factories.

Reviewing Themes 11. Students might mention the water

frame, the steam engine, the steamboat, the railroad, the telegraph, the mechanical reaper, the sewing machine, the icebox, or even matches or safety pins. Students should provide reasons to support their selections.

12. The Industrial Revolution created a boom in business and led to economic growth and expansion. With advances in manufacturing, agriculture, transportation, and communication, farms and businesses were able to produce more goods faster and at lower prices, and trade increased.

Using the Internet 13. Go to the HRW Web site and enter the key-

word shown to access a rubric for this activity.

Reading Skills 14. b

Social Studies Skills 15. Answers will vary, but students should

exhibit an understanding of bias and provide examples from the reading selection to support their positions.

Focus on Writing 16. Rubric Students’ newspaper advertisements

should• briefl y describe the invention• explain the benefi ts of the invention and

who can use it• be persuasive• include an illustration and catchy heading

that grabs readers’ attention

CRF: Focus on Writing: Newspaper Advertisement

KEYWORD: SR8 TEACHER

MSH06TE_1877_CH12_380-409.indd 408 6/7/07 8:32:27 AM

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Intervention Resources

1. BBreak Down the Question: Thisquestion requires students to placeevents in their correct sequence. Pointout that the question focuses on theIndustrial Revolution, which eliminatesoptions A and C.

2. CBreak Down the Question: Thisquestion requires students to recallfactual information. Refer students whohave trouble to Section 1.

3. DBreak Down the Question: Thisquestion requires students to identifycause and effect. Remind students thatthe word except means they shouldchoose the answer that is not an effectof the Industrial Revolution.

4. BBreak Down the Question: Thisquestion requires students to identifycause and effect. Refer students whohave trouble to Section 3.

5. DBreak Down the Question: This ques-tion requires students to recall factualinformation. Refer students who havetrouble to Section 1.

6. CBreak Down the Question: Thisquestion requires students to recallfactual information. Refer students whohave trouble to Section 4.

7. Larcom saw the work she and otheryoung girls were doing as “clearingaway a few weeds from the over-grown tack of independent labor forwomen,” indicating that she likelythought conditions in the workplacewere gradually improving for women.

Break Down the Question: Clearingaway weeds is necessary for the overallhealth of a garden. Likewise, Larcom isprobably suggesting that the work sheengages in is necessary for the over-all health of the role of women in theworkplace.

Reproducible Interactive Reader and Study Guide

Differentiated Instruction TeacherManagement System: Lesson Plansfor Differentiated Instruction

Technology Quick Facts Transparency: The North VisualSummary

Differentiated Instruction Modifi edWorksheets and Tests CD-ROM


Go With Your Gut When taking tests, a person’sfi rst impulse about an answer is many timescorrect. Tell students to consider carefully beforechanging their answers to multiple choice ortrue-false questions. If students do decide tochange an answer, they should do so becausethey are confi dent about the change.


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