regional differences north and south 8 th grade unit: north and south lesson: regional differences...
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Regional DifferencesNorth and South
8th GradeUnit: North and South
Lesson: Regional DifferencesAuthor: Matt Riegel
Table of Contents
• American Heritage• People in Societies• Geography• Economics• Government• Citizenship Rights and
Responsibilities
Objectives
• After completing this lesson students should:– Understand regional differences that would eventually lead
to conflict in the United States– Understand the link between industrialization and
urbanization in the North– Understand the international roots of the abolitionist
movement– Understand the economic factors of mass emigration to
the U.S.– Understand how government policies enabled the
continuation of slavery– Understand the development of trade unions in the U.S.– Understand the role of cotton in national and international
commerce
American Heritage
Southern Stagnationv.
Northern Innovation
• McCormick’s Reaper
Morse’s Telegraph
• An inventive spirit and revolutionary machines changed the North
• Increased manufacturing lead to increased urbanization
McCormick’s Reaper
Howe’s Sewing Machine
Internet Resource
• Visit the web site below:
Inventors Hall of Fame Cyrus Hall McCormick
http://www.invent.org/hall_of_fame/1_1_search.asp
History Activities
Through the Inventor Hall of Fame, research the 19th Century inventors listed below and write a two paragraph biography for each.
1. Samuel Morse2. Elias Howe3. Matthias Baldwin4. Cyrus McCormick 5. Norbert Rillieux
The South
• Wealthy planter aristocracy
• Resented economic growth of the North
• Depended on slave labor
People in Societies
William Lloyd Garrison
The economic situations of the North and South were diametrically opposed– Growing Northern moral objections to slavery
became a point of contention– The preservation of slavery had become the
priority of the white Southern aristocracy from as early as 1830, during the Nullification Crisis under Andrew Jackson
– Southern elites believed the institution of slavery to be a matter of state’s rights
People in Societies Activities “Freedom is not given. It is our right at birth. But
there are some moments when it must be taken”
1. Watch Amistad (1997)2. Discuss in class3. Research international slave trade4. Write a one page paper discussing the actions of major historical figures of the film 5. Present findings orally in class
Geography
• European immigration to the U.S. steadily increased during the antebellum period– Resulted from instability in Europe– Immigrants were seeking opportunities that did
not exist in Europe• Land• Employment• Freedom
Internet Resource
• Visit the link below:
http://library.thinkquest.org/20619/Irish.html
Geography Activities
1. Explore the immigration website2. Write short narrative (three paragraphs)
on why many people from Ireland immigrated to the United States.
3. Discuss in class how immigration affected the population of Ireland
4. On a blank map of the U.S., identify Irish points of entry
5. On the same map, identify areas where irish immigrants settled
Economics
• The growth of manufacturing drew immigrants to Northern cities– Cheap labor helped fuel industrialization– Competition for work led to conflict
between native-born and immigrants– An oversupply of labor forced wages
down– Undercut the bargaining power of early
trade unions
Internet Resource
Visit: Stereotyping the Irish immigrant in 19th century periodicals
http://www.victoriana.com/Irish/IrishPoliticalCartoons.htm
Economics Activities
1. Discuss in class why nativists resented the influx of immigrants
2. Write one paragraph discussing the positive effects of immigration on economy
3. Write one paragraph discussing how part of the argument against immigration was related to the struggle between skilled and unskilled laborers
4. Research the Know Nothing party 5. Write one half page essay on the similarities between
the 19th century immigration debate and the ongoing debate over immigration in the 21st century
Government
• In spite of influence of enlightenment in establishment of the United States, slavery not only persisted but grew as the young nation grew
• Northern states had abolished slavery early in the 19th century
• Southern states continued slavery citing need for agricultural labor and state’s rights
A Careful Balance
Henry Clay
• For each free state admitted to the union, the south demanded that a slave state also be added; beginning with the Missouri compromise (1819)
• Southerners believed that if balance was lost the Northern states would attack the institution of slavery
Internet Resource & Government Activities
• Read and summarize any five of the pages concerning the congressional debate over the Missouri Compromise through the link below to the Library of Congress.
• Write one half page summary covering each
http://memory.loc.gov/cgibin/query/r?ammem/hlaw:@field(DOCID+@lit(llac/035/01820367.tif))
Citizenship Rights and Responsibilities
• The right to vote • Reduction of land ownership
requirements by 1830s– But many Americans still lacked the vote
• Slaves• Free African-Americans (in most places)• Women• Native Americans• Recent immigrants
Citizenship Rights and Responsibilities Activities
• Open the following link: http://www.usconstitution.net/constquick.html
• Research each of the following amendments to the constitution and define its meaning, and who it was meant to benefit:1. 15th Amendment 2. 19th Amendment 3. 26th Amendment 4. Discuss each in class5. Take a quiz over the material