skills such as use introduction, subchapter and chapter ... · nr. w. wallace purdy - assistant...

DOCUMF N T RF S F

ED 023 54E) RE 001 446

By -Fried, Manan; And OthersDevelopmental Reading in Social Studies; Civil War. A Guide for Teachers, Grade 8, Revised.Sewanhaka Central High School DistnCt Number 2, Nassau Covnty, N.Y.Pub Date 65Note -79p.EDRS Price MF -$050 HC -$405Descriptors -American History, Civil War (United States), *Content Reading, 0evelopmental Reading, FactualReading, *Grade 8, Junior High Schools, Reading Instruction, Reading Level, Reading Programs, Reading Skills,*Social Studies Units, Study Skills, *Teaching Guides

This unit guide, fifth n a series of seven, is designed to provide eighth-gradesocial studies teachers with the material necessary for providing reading and studyskills instruction while developing the facts, attitudes, and concepts of social studies.Information about the Civil War is found in two texts, Wilder and Ludlorn, 'This is

America's Story," and Swartz and 0Connor, 'Exploring American History." The former isdesigned for use with average classes; the latter, with modified. Each chapter ofmaterials contains exercises dealing with general vocabulary building, specific socialstudies vocabulary, terms dealing with people, places, and things, and tests for thesewords. Other exercises deal with note taking, recall, and prereading skills such as useof the introduction, subchapter and chapter headings, and pictures. Combinedquestions applicable to both textbooks are also provided.(WB)

&Milk

w wwwWir

UNIT,' 5: Chril War

S. DEPARTMENT OF HEALTH, EDUCATION & WELFAREOFFICE OF EDUCATION

IRIS DONMENT HAS BEM REPRODUCED EXACTLY AS RECEIVED FROM NCERSON OR ORGANIZATION ORIGINATIrIG IT. POINTS OF VIEW OR OPINIONSSTATED. 00 NOT NEtIVSARILVREPRESENT OFFICIAL OFFICE OF EDUCATIONPOSITION OR POLICY.

4f.74

aricfithiUhiiihi

SewanhakaCENTRAL HIGH SCHOOL DISTRICT NO. 2NASSAU COUNTY, NEW YORK

visOP

Dev

OC ghsep

UNIT 5: Civii War

MRS. MARIAN FRIEDH. Frank Carey High SchoolDONALD LAUXElmont Memorial High SchoolMISS SARA LEVYFloral Park Memorial High SchoolMISS MARILYN MACCHIAElmont Memorial High SchoolANTHONY MANZOH. Frank Carey High School.LEE MARCUSAlva T. Stanforth Junior High School

SewanhakaCENTRAL HIGH SCHOOL DISTRICT NO. 2NASSAU COUNTY, NEW YORK SUMMER 1965

Dr. James A. DeSonne, Assistant District Principal (Curriculum and Instruction)Robert M. Vincent, Director( Instructional Materia:s CenterDan Dramer, District Curriculum Supervisor for Reading and Language ArtsJohn W. Nicoll, Principal of the District

111

BOARD OF EDUCATION

Mr. Samuel L. Nadler; PresidentMr. Milton Levine? Vice Presideat

Mrs. Anne M. BoeckmallnMr. Anthony C. CreaMrs, Dorothy Fishelsoa

Mr. Walter H. PohlMrs. Viola S. SouthernMr. Russell F. Thomas, Jr.

DISTRICT ADMINISTRATION

Mt. John W. Nicoll, Principal of the District

Dr. James A. DeSonne - Aasietent District Principal (Curriculum clad Instruction)

Nr. W. Wallace Purdy - Assistant District Priacipal (Persoanel aad Supervision)

Nr. John S. Randolph - Aasistaat District Principal (Pupil Personnel Service)

BUILDING PRINCIPALS

Mr. Gilbert G. Blum, Principal, H. Frank Carey High SchoolMt. Francis X. Driscoll: Principal, Elmont Memorial HiGh School

Mt. John H. Fuller, Principal, Floral Park Memorial High School

Mr. Alton D. Lowe, Principal, Alva T. Stanforth Junior Hidh School

Dr. Jerome J. Niosi, Principal, New Hyde Park Memorial High School

Mr. Howard W. Nordahl, Priucipal, Sewanhaka High School

11

III

EP

ACKOWLEDGMENTS

this guide extends to our newly-adopted eighth-grade social studies

texts the district's well-known program of developmental reading in the

content areas. In publishing this guide, the district re-affirms its

belief in the value of developmental reading for secondary school pupils.

This volume represents the cooperative efforts of many people of

special talents whose contributions are acknowledged with appreciation.

Mrs. Marian Fried

Mr. Donald Laux

Miss Sara R. Levy

Miss Marilyn Macchia

Mr. Anthony Manzo

Mr. Lec Marcus

Mr. Dan Drainer

District Curriculum Supervisor,

Beading and Language Arts

For their authorship of theguide in the summer of 1965

For supervising and organizing

the project in its formative

and developmental stages

tikr. Ira Wilder For suggestions on dividing

Social Studies Coordinatorand

Hr. William Wrigg

Dr. James A. DeSonne

Assistant District Principal,

Curriculum and Instruction

the content into study units

For general supervision of

the summer workshop

Mr. Robert Vincent

Director,'

Instructional Materials Center

Mr. Edward Schneider

Mrs. Madeline Hendrix

Mrs. Ramona Bendin

Miss Betty Lavin and tne

For supervision of the

production of this guide

For editing final copy and

for assisting in the super-

vision of the production of

this guide

For preparing bibliographical

material for the guide

For creation of the cover

design and other art work

Fbr technical production of

Typing and Production Staff the guide

It is expected that the junior high social studies chairmen, reading

specialists, and junior high social studies departments of the several

schools will implement this material in the social studies program. Teachers

using this guide are urged to keep notes on their critical analysis of it.

After a suitable trial period, the guide will evaluated and appropriate

action will be taken.

John W. Vicoll

September 10 1965 Principal of the District

USE OF THE GUIDE

These reading exercises are for the Grade 8 Social Studies program.The Units are arranged according to chapters in the tuo texts, Wilder

and Iudlom, This is America's Story and Schuartz and O'Connor, ExploringAmerican History.

A reading lesson has been prepared for each chapter in ExploringAmerican History. To correspond with these, a similar unit has been preparedfor This is America's Story.

At the conclusion of This is America's Story you will find a reviewquestion that can be used for both texts,

!Alit Thames

Unit I

Unit IIUnit IIIUnit IVUnit VUnit VIUnit VII

Discovery and Exploration and European Colonies in the NewWorldColonial Struggle for IndependenceHaw Our Nation Is GovernedGrowth of the New Nation and the Westward EXpansionCivil War and SectionalismRise of Industry and, AgricultureU.S. Becomes a World Leader

Each of these seven units embraces several chapters of each of our twotexts. The chart furnished as an appendix gives the details of this break-down into units.

This series is based on three assumptions:1. Tbachers can not take for granted that pupils in junior

high school are fully trained for the reading tasks theymill encounter.

2. Secondary school pupils need continuing and sequentialdavelopemental reading instruction.

3. The subject area teacher is the one best qualified toimplement reading and study skills in the various contentareas.

The purpose of this volume is to provide eighth-grade social studiesteachers with the material necessary for achieving the dual objectives of'providing reading and study skills instruction while develpoing the facts,attitudes and concepts of social studies.

1. NATURE OP THE MAMMAL: all the pages in this volume areaddressed directly to the mil (except, of course, forthese few prefatory remarks), and all can be n?equisitionedin any quantity desired.ORDERING MATERIALS: Material should be re uistioned throughzaLr rho in turn will order it fromthe I.M.C. Order all the material or an entire cha terat one time. Allo ivory.,VORMAT,. This material follows a consistent format. It isarranged by topics, and within each topec, it is arranged

(continued)

according to the two texts: materials relating to theWilder book for average classes, and the Schwartz-O'Connorbook for modified classes. The chapters from Wilder willappear first and the chapter from Schwartz-O'Connor inthe second half of each book. Combined questions applicableto both books are placed at the end of Wilder.

Uni

t V

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sis

Am

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ass

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er

Cha

pter

s:

19. (pp.373-392)

The

Nor

th a

nd. t

he S

outh

Com

e to

Blo

ws

20-

(111)- 393-423 )

The

Nor

th a

nd th

eSo

uth

Figh

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aran

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re R

euni

ted

Exp

lori

ng A

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His

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Cha

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HO

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IFE

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Cov

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the

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New

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th.

WILDER UNIT V. CHAPTER 15:

Vocabulary

p.294typical

p.295balewharfspaciousancestorssupervise

p.296blacksmithschinkedcrude

p.297

p.298aptforeign

p.300Ornamental ironworks

p.301criticizevigorouslyresent

p. 302competeyiedindustrialized

p.290plantationsindigobollsmechanical

p,292fertilizer

p.293stukedunderbrushgirdlingoutranked

558

COTTON BECOMES KING IN THE SOUTH

WORDS TO LEARN

Social Studies Words

field handsoverseer

descendants

tariff

freedmenabolitionist

sectionalism

cotton gin

av....sen/

Unit V p.

People Places Events etc.

Mobile, Alabama;New Orleans, Louisiana

Appalachian Mts.

Ni sl sippi bayous

Mason and Dixon LineJohn C. Calhoun

Eli Whitney,Carolina

Old South

Cotton is King,Georgia,Cotton Kingdom

290-303 W

TH

WILDER UNIT V CHAPTER 15: COTTON BECOMES KING IN THE SOUTH p.289-303

WORDS USED IN CONTEXT

1. The overseer was responsible to the master for the management of the

plan:ENT:GM the South. Some overseers treated the fieldhands harshly.

2. The tariff placed on goods coming into our country protected home in-

dustries by making imported goods more expensive. The South felt

this tariff benefited the Northeastern states.

3. The newcomers to the South staked their claims to lands by clearing

the underbrush and by putting up identifying markers.

4 Varying geographical features are tato produce different social,

political and economic conditions. Each representative is altothink in terms of bettering his own Section.

5. The factory system which industrialized the North made slaveryuneconomical and unpopular. The South, on the otherhand, wasagricultural and had few factories, and so was not sympathetic with

the industrialized North.

6. The Mason-Dixon Line running between Maryland and Virginia vas the div-

iding line of the vo and anti-slavery forces. North of the Mason-

Dixon Line no states permitted slavery.

7. Indigo was one of the three money crops of the old South. Indigo

supplied the manufacturers of the North with the necessary dye fartheir materials.

8. The government endeavors to protect the inventor and his invention by

giving him a patelt. This patent prohibits others from using theinventor's ideas.w1thout written pernission.

9. The abolitionists would not compromise on the issue of slavery. Theaboirmaisnri; the early propagandists of the Civil War.

10, The bayous along the Mississippi were insect-ridden swamps. The state

of LairiTina is built on the many bayous or inlets of the Mississippi

River.

rn

SS8 Unit V p. 2 290-303 W

Ut

LIE

WILDER UNIT V CHAPTER 15: COTTON BECOMES KING IN THE SOUTH P. 290

QUESTIONS ON THE CHAPTER

From the title of Chapter 15, Cotton Becomes King in the South we canassume that the chapter deals with:

a. Eli Whitney's developing the first system of interchangeable parts

b. The livelihood of the mountain whites was based on slavery

c. The small farmers are the largest group in the South

d. Southerners defend slavery

e. The plantation owners were the political and social leaders ofthe deep South

f. Cotton is the most important Southern Crop

Mark each answer choice aboveDet if too detailedSpec if too specificGenl if too generalIrrel if it's irrelevantFalse if .not correctBest if it's the best answer.

711

'116 A quick pre-reading of the chapter introduction, the sub chapter andchapter check-ups, and the pictures, maps, charts and graphs, reveals thatthis chapter did not deal with:0

a. Plantation owners were leaders of the South

b. "Cotton is King"

c. Eli Whitney invented the cotton gin

d. William Lloyd Garrison published The Liberator

e. Small farmers were the largest group in the South.

f. The cotton states of the Old South

SS8 Unit V P. 3 290-303 W

(

WILDER, UNIT V, CHAPTER 15: COTTON BECOMES KING IN THE SOUTH p. 290


From Your Reading--Categorize the following terms.

Abolitionistnationalismindustrializationslaveryprotective tariff

411 /NW

Northern Interests

=11.11.111.11111

overseerplantationssectionalismfree tradesocial classes

Southern Interests

SS8 Unit V p. 4 290-303 W

vz,

WILDER UNIT V CHAPTER 15: COTTON BECOMES KING IN THE SOUTH p. 290

READING FOR CAUSE AND EFFECT

Directions Place the number from column one in.-front df the:space incolume two that best shows it's effect.

column one

1. Eli Whitney invents thecotton gin.

2. Abolitionist leader takeslaw into his own hands.

3. the factory system developsin the North.

4. plantations use rivers toship on their goods

5. southern climate lends it-self to 3 crops a year

6. south dependant on onemoney crop

7. slavery becomes main issueof Western expansion

SS8 Unit V p. 5

column twoa. South refuses to pay for

internal improvements

b. erosion of soil makesplantation owners seek newlands

c. John Brown's Raid

d. price of a slave increased

e. Missouri Compromise

f. "Cotton is King"

g. the North frees her slaves

290-303 W

WILDER, UNIT V, CHAPTER 15: COTTON BECOMES KING IN THE SOUTH p. 290

Vocabulary Tests

Write the letter of the meanings of the words in column II in the space

in front of the words in column I.

Column I Column II

1. overseer

2. patent

3. tariff

4. abolitionist

5 plantation

6. cotton kingdom

7. erosion

8. freedmen

a. a tax on imported goods

b. a person who wished to do awaywith slavery

c. the wearing or washing away ofthe soil

d. one who supervises slaves

e. a large farm or estate

f. newly.settled lands of the south

g. an official document granting aright or privilege; an official docu-

ment giving sole rights to the inventoror producer of a product

Write the words from Column I in the spaces below.

In the on a large of a

Southern gentleman, TE" was necessary for him to hire anto take care of the farm.

The believed slavery must be eliminated.

The North withed a high protective to keep European goods fromcompeting against Northern manufacturing.

It was necessary for the inventor to get a to protect his rights

to his invention.

SS8

The wearing away of the earth because of wind, and water was known as

Unit V p. 6 290-303 W

416

WILDER UNIT V CHAPTER 15: COTTON IS KING IN THE SOUTH p.289

WORD BUILDING

Directions: The words below have been broken down into prefix, root andcAtaz. Reassemble the words in the numbered spaces at the bottom and writea meaning for each word.

prefix-meaning root-meaning suffix-meaning

1. re--again

2. a--on

3. se--apart

4. in--not

5. ex--from

6. iminto

7. ex--from

8. pro--for

9. geo--earth

10.decten

2.

5.

construct--build

mend--repair

ced--move

par--part

tens--stretch

port--carry

portcarry

tect--cover

graph--picture

ademake

9.

10.

ion - -act of

ment--state of

ableable to be

con- -act of

ive--tending to

ic--pertaining to

SS8 Unit V, p. 7 290-303 W.

JL,

Tr'

cr-VA

WILDER, UNIT V, CHAPTER 19: THE NORTH AND THE SOUTH COME TO BLOWS

WORDS TO LEARN

Social Studies WordsVocabulary_

p.373 tragic

p.374 argumentspreviousaccusomed

p.375 requestquarrelcontinuationarousedterror

p.376 threatquantitiesprosperityloyalpeaceablydefiniteauthorityforemostoppressionunjusteloquentlyarguedgalleriesadoptingmaf)estic

dramatic

p.377

p.378 stirringpleafragmentsdissevereddiscordantbelligerentfeudsdrenaledfraternalfeebleensigntrophieslusterpollutedobscured

states' rights

sectionalism

provist

abolitionist

(continued)

People,Places, Eventssetc.

South Carolina

MissouriCompromise

John C.Calhoun,Robert Hague,

Daniel Webster

Henry Clay

David Wilmot

S58 Unit V, p. 8 373-392 W

WILDER, UNIT V, CHAPTER.19:THE NORTH AND THE SOUTH COME TO BLOWS

WORDS TO LEARN

Vocabulary Social Studies Words People Places Events

p.378 (con't)interrogatorydelusionfollysentimentimmensebeforehand

p.379

p.380 furthermorepercentageoutnumberedinterfereoutrageperplexingcareersoratorstatesmanskillfulchampion

p.381 determinedopposed

p.382 debatesfrequentwrunginfluencedfugitiveshelteredinflamedincreasingly

p.383

p.384 violenceproslavery (anti)

defeatdownhearted

SS8

Compromise 1850

compromiseabolitionistsantislaveryconductors"station,"

Kansas-Nebraska Act

Great Compromiser

Stephen A.Douglas,Illinois,William H.Seward,Alexander StephensoJefferson Davis,District of Columbia

Uncle Tom's Cabin,Harriet Beecher Stowe,Underground Railroad,Fugitive Slave Law

etc.

1854 Kansas-Nebraska Act,.Kansas Territory,Nebraska Territory,Missouri Compromise,John Brown

1854 Republican Party,John C. Fremont,James Buchanan)1857 bred Scott Case

Unit V p....1_373-392 W

WILDER, UNIT V, CHAPTER 19: THE NORTH AND THE SOUTH COME TO BLOWS p. 373

Vocabulary

p.385 solemnlycladviolatescompeldecisionastoundedespeciallycontrastawkwardconfident

p.386 limitconflict*OM=endurepermanentlyarmoryroundhouseseizingdread

p.387 fatefultenseclimaxballotremarkableamidflickeringphysical

characteristicshandicapsabilityqualities

WORDS TO LEARN


unconstitutionaldebatein spite ofo tullarlatreignty

issuestreason

political partiesstates' rightscandidatetariffpoliticsabolitionist

p.388 existseekcuriositycountrifiedcrudelankyscholarlydignifiedconvincingaudiencethunder of applausewithdrawaccent

S$8

court sessions

Unit V p. 10

People,Places,Events, Etc.

Supreme Court of theStates, Dred Scott,1858 Lincoln-Douglas

senator

United

Debates,

1859 Raid on Harper's Ferry

Abraham Lincoln, SouthernDemocrats, John C. Breck-inridge ConstitutionalUnion Party, John Bell

Cooper Union

373-392 W

WILDER UNIT V CHAPTER 19: THEITRTH AND THE.S.pUTH COME TO BLOWS

Vocabulary Soc;a1 Studies Wordsmw*eWee* OW Yee

p.390 leviedgraduateenergydissatisfiedmomentousassail

p.391 chordshearth stovechoruspreserve

tariffsplantationoath of officesolemn oath

reinforcements

people,PlaceslEvents,etc.

Condederacy, Kentucky,Indiana

Charleston, S. Carolina;Fort Sumter

WORDS IN CONTEXT

1. The slavery question aroused bitter feelings betweer the North and

South. Uncle Tom's Cabin- aroused the abolitionists to violence.

2. One hundred years after the Civil War the question of states' rights

vs. National supremacy is still being debated.

3. Daniel Webster's speech giving his ideas of national supremacy were

eloquently presented in Congress. The late Adlai Stevenson also had

the great gift of speaking with poise, assurance, and dignity, in

an eloquent manner.

4. The feuds between the North and the South over slavery eventually

divided not only the country but family ties. It was not unusual

for brothers to feud over the problem and take opposite sides of the

question.

5. Pro-slavery and anti-slavery forces contributed to the bloodshed and

violence of "bleeding" Kansas. The pro-slavery group moving up from

the South coming in contact with the anti-slavery group of the North

created havoc in this border state.

6. Stephen Douglas, in his bid for public office advocated "Popular Sov-

ereignty". This theory of popular sovereignty would destroy the existing

compromises that contained slavery below 36° 30' line.

7. The conflict between the sections continued for four long years. His-

toriano are still debating the issues of this conflict.

8. The South could not endure the continuous drain on her resources and

manpower. The Nortrafrbreater resources and manpower could endure

this prolonged struggle.

S58 Unit V p. 11 373-392 W

WILDER, UNIT V, CHAPTER 19:.. THE NORTH AND THE SOUTH COME TO BLOWS

WORDS IN CONTEXT

9. The intense hatred reached its climax when the South fired on Fort

Sumter. The culmination of all the years of compromise and appeasement

ended with this climactic event.

10. The Wilmot Proviso provided for all of the Mexican Territory to enter

the Union as free territory. This Emisa was never enacted because

of the opposition of the Southern forces.


A quick pre-reading of the chapter introduction, the sub-chapter and

chapter check-ups, and the pictures, maps, charts and graphs, reveals

that this chapter did pot deal with:

a. The Missouri Compromise

b. Calhoun's theory of states' rights

c. Webster's ideas on nationalism

d. Compromise of 1850

e. Harriet Tubman establishes the Underground Railroad

f. Violence breaks out in Xansas

SS 8 Unit V p. 12 373-392 W

I1;

WILDER UNIT V. CHAPTER 19: THE NORTH AND THE SOUTH COME TO BLOWS

From your Reading (Skill Interpretations)

sectionalismgeographicsecedeslaveryindustrialclimax

protective tariffconflictabolitionistfree tradenational supremacyextremists

Fill in the blanks from the above list.

unionDred Scottpopular sovereigntydebatenullificationfederal

1. like John Brown, who led the raid on Harper's

Ferry, caused a great deal of bitterness.

2. The disagreement between the North and the South reached its

when Fort Sumter was fired upon.

3. The southern states felt they had the right of

if they did not agree% with a law made by the

government.

4. The Kansas-Nebraska Act advocated , which gave the

people the choice of having or not having slavery in the territories.

5. The

7.

8. The

9. The

believed slavery must be done away with in America.

The north wished a high to help

European goods from competing against northern manufacturing.

developed because of different needs of the

colonists, often due to their location.

isue' was one of the reasons the South desired to

from the Union.

the Clvil War.

10. A slave,

SS 8

between the North and South finally resulted in

taken into free territory

sued for Ills freedom. Judge Tan y, .7.n a famous decision, called the

decision, shocked the world

with his surprising ruling.

Unit V p. 13 373-392 W

WILDER, UNIT V, CHAPTER 19: THE NORTH.AND THE SOUTH COME TO BLOWS


Reading for Cause and Effect

Next to the blank appearing before the cause stated in column one writethe letter from column 2 which shows its effect.

1. Maine and Missouri applyfor statehood.

a.

2. United States receives the b.

Mexican Cession

3. California applies forstatehood

c.

41 Underground Railroadhelps slaves escape

d.

5. Stephen A. Douglas advoc-ates popular sovereignty

e.

6. South secedes from theunion

f.

7. Abolitionists seize thefederal arsenal at Harpers

g.

Ferry

8. Democratic Party splits h.

SS 8

Kansas-Nebraska Act

new fugitive slave law

passed

Jefferson Davis electedpresident at Richmond

John Brown hanged

Abraham Lincoln electedpresident

Compromise of 1850

Wilmot Proviso proposed

the Missouri Compromiseof 1820

Unit V p. 14 373-392 W

II

ii

WILDER, UNIT V, CHAPTER 19: THE NORTH AND THE SOUTH com TO BLOWS

QUESTIONS ON THE CHAPTER=00Skill: Interpretation

How did each of the following attempt to solve the question of slavery?

1. Thomas Jefferson and the Declaration of Independence, 1776

2. Northwest ordinance, 1787

3. Constitution of U. S., 1789

,...1.601=.11111101.411!.... AINN.1.00111100 IN.1.111.4111M.

4. Missouri Compromise, 1820

e..

5. Compromise of 1850

6. Personal Liberty Laws

VIIINNIMIANNIMIle....,... 111111MININION

7. Kansas-Nebraska Act, 1854

....

8. Dyed Scott Decision, 1857

SS 8 Unit V p. 15 373-392 W


VOCABULARY TESTS

Place the letter In thedefines in Column I.

column I1. compromise

fugitive

abolitionist

4. free states

5. sovereign

6. integrated

7. nullify

8. confederation

definition in Column II it fror÷ of the word it

./IMPOIIIII/41/408VIIPM10

Write words from Column I in spaces below.

Column IIa. set aside

b. loose organization ofstates under one govern-ment

c. having people of morethan one race

d. a run-away

e. give and take

f. anti-slavery

h. supreme authority

g. one who forbids slavery

The of the states caused the South todemand a strongei--- sTave law.In order to avoid open warfare the TO-ith and South made several

(s).

In 1860 the election of Lincoln threatened the sovereignty of the SolidSouth.

They seceded and formed aThe South believed in their right'to a law which wouldeventually their soClety.

r

SS 8 Unit V p. 16 373-392 W

WILDER, UNIT CHAPTER 19: THE NORTH AND THE SOUTH COME TO BLOWS

Synonyms

Directions: From the word choices below each sentence, choose the wordor phrase which means the same as the underlined word or phrase in thesentence. Underline your choice.

1. The supremacy of the North was proven by the results of the Civil War.

(a) superiority (b) inferiority (c) equality

2. The conflict over slavery led the states to war.

(a) agreement (b) disagreement (c) election

3. Many men felt puzzled as to where their loyalties lie--to their nationor to their state.

(a) freedoms (b) allegiances (c) aims

4. Missouri, Kentucky, Delaware and Maryland were border states.

(a) states farthest west (b) states between the deep South andthe North (c) states that seceded.

5, The North had a varied economy when the Civil War began.

(a) one industry (b) many industries (c) few industries

6. Until the Civil War suffrage had been denied to Negroes.

(a) right to read (b) right to vote (c) right to drive

7. Segregation is still practiced in the South

(a) toleration (b) discrimination (c) reformation

8. The Federal government is trying to integrate Southern schools.

(a) make separate (b) join together (c) shut down

9. Lincoln and Douglas held a debalp to bring their differences beforethe public.

(a) conference (b) telecast (c) public argument

SS 8 Unit V p...221 373-392 W

ii

WILDER UNIT V CHAPTER 19: THE NORTH AND THE SOUTH COME TO BLOWS

THE GETTYSBURG ADDRESS

November 19, 1863

FOur score and seven years agoour fathers brought forth on thiscontinent, a new nation, conceivedin Liberty, and dedicated to thepropostion that all men are createdequal.

Now we are engaged in a greatcivil war, testing whether thatnation or any nation so conceivedand so dedicated, can long endure.We are met on a great battle-fieldof that war. We have come todedicate a portion of that field,as a final resting place for thosewho here gave their lives thatthat nation might live. It isaltogether fitting and proper thatwe should do this.

But, in a larger sense, we cannot dedicate--we can not conse-crate--we can not hallow--thisground. The brave men, living anddead, who struggled here, haveconsecrated it, far above our poorpower to add or detract. The worldwill little note, nor long rememberwhat we say here, but it can neverforget what they did here.

It is for us the living, rather, tobe dedicated here to the unfinishedwork which they who fought herehave thus far so nobly advanced.It is rather for us to be herededicated to the great task remain-ing before us--that from thesehonored dead we take increased de-votion!to thAt daUse for which theygave the last full measure of devotion--that we here highly resolved thatthese dead shall not have died invain--that this nation, under God,shall have a new birth of freedom--and that government of the people,by the people, for the people, shallnot perish from the earth.

tr.1

r

ue.:=14


BY THE PRESIDENT OF THE UNITED

STATES OF AMERICA:

A Proclamation

Whereas on the 22d day of Septem-ber, A. D. 1862, a proclamation wasissued by the President of theUnited States, containing, amongother things, the following, to wit:

'That on the 1st day of January,A.D. 1863, all persons held as slaveswithin any State or designated areaof a State the people whereof shallthen be in rebellion against theUnited States shall be then, thence-forward, a forever free; and theexecutive government of the UnitedStates, including the military andnaval authority thereof, will re-cognize and maintain the freedom ofsuch persons and will do no act oracts to repress such persons, or anyof them, in any efforts they maymake for their actual freedom.

"That the executive will on the1st day of January aforesaid, byproclamation, designate the.statesand parts of States, if any, in whichthe people thereoforespectively,shall then be in rebellion againstthe United States; and the factthat any State or the people thereofshall on that day be in good faithrepresented in the Congress of theUnited States by members chosenthereto at elections wherein amajority of the qualified voters.ofsuch States shall have participatedshall, in the absence of strongcountervailing testimony, be deemedconclusive evidence that such Stateand the people thereof are,not thenin rebellion against the UnitedStates."

Unit V p.

Now, therefore, I, Abraham Lincoln,President of the United States, byvirtue of the power in me vested asCommander-in-Chief of the Army andNavy of the United States in time ofactual armed rebellion against theauthority and government of theUnited States, and as a fit andnecessary war measure for suppressingsaid rebellion, do, on this 1st dayof January, A.D. 1863,and in accord-ance with my purpose so to do, public-ly proclaimed for the full period ofone hundred days from the first day

above mentioned order and designateas the States and parts of Stateswherein the people thereof, respec-tively, are this day in rebellionagainst the United States thefollowing, to wit:

Arkansas, Texas, Louisiana(except the parishes of St. Bernard,Plaquemines, Jefferson, St. John,St. Charles, St. James, Ascension,Assumption, Terrebonne, Lafourche,St. Mary, St Martin, and Orleans,including the city of New Orleans),Mississippi, Alabama, Florida, Geor-gia, South Carolina, North Carolina,and Virginia (except the forty-eightcounties designated as West Virginia,and also the counties of Berkeley,Accomac, Northhampton, ElizabethCity, York, Princess Anne, and Norfolkincluding the cities of Norfolk andPortsmouth), and which excepted partsare for the present left preciselyas if this proclamation were notissued.

WILDER, UNIT V CHAPTER 190 THE NORTH AND THE SOUTH COME TO BLOWS

And by virtue of the power andfor the purpose aforesaid, I doorder and declare that all personsheld as slaves within said desig-nated States and parts of the Statesare, and henceforward shall be,free; and that the Executive Gov-ernment of the United States, in-cluding the military and navalauthorities thereof, will recognizeand maintain the freedom of saidpersons.

And I hereby enjoin upon thepeople so declared to be free toabstain from all violence, unlessin necessary self-defense; and Irecommend to them that, in all caseswhen allowed, they labor faithfullyfor reasonable wages.

And I further declare and makeknown that such persons of suit-able condition will be received intothe armed service of the UnitedStates to garrison forts, positions,stations, and other places, and toman vessels of all sorts in saidservice.

And upon this act, sincerelybelieved to be an act of justice,warranted by the Constitutionupon military necessity, I invokethe considerate judgment of man-kind and the gracious favor ofAlmighty God.

SS 8 Unit V p.

WILDER, UNIT V, CHAPTER 20f THE NORTH AND SOUTH FIGHT A WAR AND ARE REUNITED

WORDS TO LEARN

Vocabulary Social Studies Words People,Places,Events,etc.

p.394

p.395 forefathers

p.396

p.398

p.400 modest

p.401 unvexed

p.402

p.403

p.404 ridge

secedesborder states

resources

strategyblockade

Fort Sumter

Rdbert E Lee Potomac River

Washington, D.C.; ManassasJunction; Bull Run,Richmnnd, V.

admiralunconditional surrender David Farragut; Ulysses S.

Grant; Shiloh, Tenn.; Miss-issippi River; Fort Henry,Tenn.; Fort Donelson Tenn.

siegeblockade runners

ironclad

documents

Vicksburg) Miss.;Port Hudson, La.

"Monitor";"Merrimac".Hampton Roads, Va.;John Ericsson

George B. Mc Clellan;James Peninsula; Antietam CreekMd.; Fredricksburg,-Va.;Chancellorsville, Va,; SevenDays' Bp.ttle; StonewallJackson

Gettysburg, Pa.

Words...and sibrank, 'needed

our fathers; conceived;devotion; died in vain;people: perish

-

p.406 desolate

for the :',Getpisbuys Address_Li.294.ude: fourscore;

dedicated; propositi6n; eridure; cona-crate; hallow;government of the people, by the people, and for the

p.407 valiant

p.408 mourned

p.409 brooded,paramount

55 8 Unit V p. 21_

er.ormolairrh.Malerreh~1110.do

William V. Sherman; Chatt-anooga, Tenn; Atlanta, Ga.;Savannah, Ga.

M.0.10WRIMUI

Wilderness,LqappIqpitS2Trt House

393-421 W

WILDER UNIT V CHAPTER 20: THE NORTH AND THE SOUTH FIGHT A WAR AND ARERE NITED

Vocabulary

p.410

illw

Words and phrases needed for Lincoln's "oath of office" include: fervently,scrouge, malice, firmness, borne the battle, cherish

...............

WORDS TO LEARN


assassination

People,Places,Events, etc.

Emancipation Proclamation,Thirteenth Amendment,Ford's Theater,John Wilkes Booth

p.411

p.412 scantythread bare

p.413

p.414 spittoons

IIp.415

tyrants

reconstruction

campaaggems c a law a gs

legislatures

Jefferson Davis

Freedmen's Bureau,Andrew Johnson

Fourteenth Amendment,Fifteenth Amendment,Reconstruction Act4111111.0~

Ku Klux Klanoverwhelmingly "Solid South"

tenant farmersharecroppers

natural resources

p.416 Birmingham, Ala.


The border states had trouble deciding whether they wanted to jointheir northern or southern neighbors. Some of the borderAtatese allowedslave holding.

The morthern atm:my was to split the South. Lincoln and his generalsplanned the stratqa.

General Grant got the nickname "Unconditional Surrender" Grant whenhe stated that he would not promise the Condederates anything in returnfor their surrendering. He demanded the South's unconditi9nal surrender.

The si9m.of Ft. Sumter lasted until the northern soldiers who werethere surrendered. During the siege, the defenders of Ft. Sumter had noway of obtaining food in the midst of the Condederate gunfire.

The most famous American documents are the Declaration of Independenceand our Constitution. These documents are preservei lad guarded in Washing-ton, D.C.

SS 8 Unit V p.22 393-421 W

CC:2

WILDER UNIT V CHAPTER 20: THE NORTH AND SOUTH FIGHT A WAR AND ARE REUNITED


Lincoln hoped that the reconstruction of the South would be based on

friendship. Instead, the Reconstruction Period became a terrible time

for the South.

Carpetbaggers from up North threw their belongings into suitcases

and headed south to take over the government after the war. The southerners

hated the retbaggers.

Scalawags welcomed the northern soldiers who guarded the S. aftev

the war. Former Confederates hated the scalawags even more than they hated

the carpetbaggers.

Many poor whites and freed slaves became tenant farmers (or share-

croppers). Sharscamper.....1 did not owl: their own land, but worked as tenants

on another manis land, paying the owner with a share of the crops they raised.

SS 8 Unit V p. 23 393-421 W

WILDER UNIT V CHAPTER 20: THE NORTH 6 SOUTH FIGHT A WAR AND ARE REUNITED


Lroaxmasrenz. (Skill: SQ3R)

I. From the title of Chapter 20, The North ang..Iht.224LIj42LULnx..jmmi

Are Reunited, we can assume that the chapter deals wIth:

a. The causes of the Civil War140.4.01101ra

b. The Civil War

c. The encLof the Civil War

d.. The Civil War and its peace

e. The horror of the Civil War

f. The uselessness of the Civil War and all wars.

Mark each answer choice above:

Det - if too detailed

- if too specific

gen1 - if too general

Irrel - if it's irrelevant

False - if not correct (all or part)

Best - if itts the best answer

II. A quicko pre-reading of the chapter introduction, the sub-chapter

and chapter check-ups, and the pictures, maps, charts and graphs, re-

veals that this chapter did pot deal with:

a. The advantages and disadvantages of each side.

b. The fighting.

c. The lives of people in the North and South during the war years.

d. The South's plans for the North if the Confederacy won.

e. Lincoln's plan for the South.

f. What happened in the South after the Civil War,

From Your Reading: (Skill: Interpretation)

SS8

The war between the North and the South between 1861-65 is known by

many names. Mark an "N" for a name that a northerner might use, an

"S" for a southern name, and a "B" for a name which might be used

by either side, or both sides:

The Civil War . ******* . . .

The War for Southern Independence . .

The War to Free the Slaves *****The Brothers' War 4, . , 0 10 4 0 0

The War Between the States . . 0 0 S

Unit V p., ph 393-417 W

1


READING FOR CAUSE AND EFFECT

In the sentence "I lost my carfare, so I had to walk home," we have

a cause-and-effect relationship. Two ideas are combined: 1) I lost my

carfare; 2) I had to warc home. The first idea (losing the money) was

the cause of having to walk home (the effect).

1. The South needed to A. He is given command of all Union

sell her cotton for armies.

manufactured goodsfrom England.

2. The EmancipationProclamation freedmost slaves.

3. Grant cut theConfederacy in twoat Vicksburg.

4. Many Southernersstill haven't for-given him.

5. They became share-croppers,

The Solid South

Wooden warshipbecame a thing ofthe past.

The North realizedthey must raiselarge armies andprepare for a long war.

B. Sherman left behind him a black and

desolate strip of country sixty miles

wide.

C. The North blockaded southern ports.

D. At Bull Run, the Condederates almostcaptured Washington.

E. English sympathy went toward thehumane (kind) side.

F. Jefferson Davis said, "Mxt to thedefeat of the Confederacy, the heav-iest blow that fell upon the Southwas the assassination of Lincoln."

G. Freedmen could furnish nothing buttheir labor toward starting a farm.

H. Most of the congressmen who favoredharsh treatment of the South wereRepublicans.

I. Neither the Monitor nor the Merrimacwas able to injure the other.

SS8 Unit V p. L'3 89 4 7 W

WILDER, UNIT V, CHAPTER 20: THE NORTH AND SOUTH FIGHT A WAR AND ARE REUNITED

SCHWARTZ, CHAPTERS 7-11: (Civil War: Beginning; Struggle;.End; Reconitruction;New South

ORGANIZATION THROUGH CONSTRUCTING A TABLE (Unaided Recall)

In each box of the table below, write in any information you have uhiches.olifs-h-----dvantage for eit er.side.

NORTH SOUTH

Population 4

i

I

*ober of factories i

i

!

Railroads

Shipsi

1

Organization of Government

Superior Equipment!

Fighting on Home Ground :

)

---1------ ....knillful Leaders

i

..........M.Ii...........1......N... aowWw.ww~+wara.0*.Write the letter of the meanings of the word in Column II in the space infront of the word in Column I.

Column IIColumn I

1. Gettysburg a. Northerners who went south afterthe war.

2. Andrew Johnson b. Designer of the Monitor.3. William T. Sherman c. Scene of first fighting.L. John Ericsson d. President of the Confederacy.5. Carpetbaggers e. Northern admiral who defeated the

Confederate fleet guarding New Orleans6. Jefferson Davis f. Northern general who destroyed much

of Georgia.7. George B. McClellan g, Lincoln's vice president.8. Fort Sumter h. Northern general who unsuccessfully

tried to capture Richmond by march-ing up the James Peninsula.

9. David Farragut i. Turning point of the war.10. Stonewall Jackson j.

k.

Southern general killed at Chancell-orsvilleMan who shot Lincbln.

SS8 Unit V p. 26269-293 S

393-417 W

WILDER, UNIT V, CHAPTER TWENTY: THE NORTH AND SOUTH FIGHT A WAR AND ARE

REUNITED .

SCHWARTZ UNIT V CHAPTERS SEVENELEVEN (Civil War: beginning; Struggle; End;Reconstruction; New South).

VOCABULARY TESTS

Write the letter of the meanings of the words in Column II in the space in

frcnt of the words in Column I.Y,,iMOMMVIEWMPPW,IONOOM1~~1

Column I

1. strategy

2. scalawags

3. unconditional

4. blockade

S. emancipation

6. ironclads

7. sharecroppers

8. assassination

Column II

a. a murder

b. plan of battle; plans for

winning a war.

c. without any bargaining or

promisesd. using a line of ships to

control what goes into orout of a place

e. liberation from slavery

f. northerners who saw theSouth after the Civil War

g. southern whites who cooper-ated with the North

h. poor negroes or white menusing another person's landin return for part of whatthey raise

i. armored navel vessels

Write the words form Column I in the spaces below:

The northern was to divide the South in two.

It also included a plan to southern ports so no cotton

could get to England. The SouttriMITIETTTOilmac" to sink the northernships stationed along the coast. The "Monitor' fought the "Merrimac" in

the first fight between two

INIMINIPMlers.1.011111110

Grant insisted on

Lincoln signed theProclamation which freed the slaves.

surrender.

After Lincoln's by tooth

took advantage of the South. The carpetbacgers and the

took over control of the southern states. Many Negroes

poor to own farms of their own becameof their crops to white men who owned the land.

P Unit V p... 27

many people

who were too, giving part

393-421 W269-293 S

WILDER, UNIT V, CHAPTER 20: Tf!E NORTH AND.SOUTH,FIGHT A WAR AND ARE REUNITED

Word-Stick Puzzle

Directions: Complete the following word-stick puzzle.

SS 8 Unit V p. 28

ii

c7r


Crossword Puzzle: Definitions

Across

1. Rebuilding

2. Southern whites who placed Negroes in political position

3. To change

4. Part of an estate rented to farmers in return for working the land.

5. Those men set free from slavery

6. Different means of making a living

7. Privilege to vote

DownWO 1We 4111O

8. A Northerner who went south to exploit the south

9. To try a person for misconduct against the government

10. Separation

11. ET-Ing together into a whole

12. The act or process of making a thing whole or entire

SS 8 Unit V p. ,29

3

. 1

1

. ,,

I

1;1

'

SCHWARTZ-O'CONNOR CHAPTER 1: OLD KING COTTON

WORDS TO LEARN

Had Eli Whitney not been successful with his invention of the cottongin, it is possible that slavery would have disappeared from the UnitedStates without a war. Slavery was not economically profitable to the North-ern manufacturer because housing and living was more costly and the Negrowas not educated to work in factories. In the South, until the machinewas invented, there was no need for this surplus labor.

With the invention of the cotton gin, the need for slaves increased,and the price of slaves rose from $200 to $2,000.

Although Eli Whitney invented the cotton gin, other inventors stolehis idea and he did not benefit financially from his patent.

NOTES ON THE READING

AIM: To Learn How the Cotton Gin Changed the Way of Life in the South.

1. What were the chief crops of theSouth in 1790?

2. How did Eli Whitney make cottonthe leading crop?

3. a. What was the benefit of using(a.)t

water power instead of hand power?

vonlighomploW 0.............1..=01111.

b. Why did Whitney not make mo-

,

ney on his invention? (b.)

T

4. a. Why was cotton "King"? (a.)

b. What was the result on the tSYland?

c. What effect did this have on TMthe plantatinn owner?

5. Why did the price of slaves risein the years 1798-1860?

6. Why didn't the South build herown factories?

SS 8 Unit V p. 30

FTWOMMIMONIMPIIMMIIM11.11

01140311.1~1103.311101.3.3moroMenurso....31.

11.33.01113311611113331.111303310.3*.

240-241

SCHWARTZ-O'CONNOR, UNIT V, CHAPTER 1: 'OLD KING COTTON

VOCABULARY TESTS

In the blank appearing before the word meanings in Column II write theletter which appears before the words.in Column I.

Column I

a. indigo

b. fibers

c. cotton gin

d. lint

e. bales

f. King Cotton

g. erosion

h. average

i. property

j. mills

Column IIraormilimmolliPialowasa

1. machine to separate cottonfiber from seed

2. large bundles of merchandisewrapped for shipping or storage

3. main crop of the South

4. plant from which blue dye isobtained

S. substance made of threads.011111110110.1010111110

6. tiny bits of thread

7. buildings where manufacturingis done

8. thing owned

9. ordinary amount or rate

10. wearing away of earth's surface

ORGANIZATION SEQUENCE

1. Map # 21 The Cotton Kingdom

1.In what states was cotton King?

2.Label the Mississippi River.

3.Label the Gulf of Mexico.

4.0n the map on page 243, why has the author placed black arrows fromVirginia to Mississippi?

SS 8 Unit V p 240-241

SCHWARTZ-O'CONNOR, UNIT V, CHAPTER I: OLD KING COTTON

Map #21 p. 243

tdar.

awn. 141.11.1/141I

400.1 ,4

OW.

)

.. -1...,.

SS 8 Unit V 243 S&O

du

SCHWARTZ-O'CONNOR, UNIT V, CHAPTER 2: PLANTERS, FARMERS, AND SLAVES

uu WORDS TO LEARN

The Southern plantation system was really a copy of the WA feudalgstem which existed during the middle ages. There are many comparisons

uuthat can be drawn between them. Both were agricultural eo0nOtnie5, growing

everything they needed to feed their people. They were boin baad onslave labor since it was very inexpensive to feed a slave or a serf.

The slave and the serf were both considered the personal property of the

plantation owner or the lord of the manor. In exchange for their food,clothing and shelter, they had to serve the master for as long as they lived.

uu. The serf, if necessary, had to go to war for his master.

The plantation and the manor were completely self-sufficient in

providing for their own needs.UCJ

LJTJ

LIU


AIM: To Understand How the People of the South Lived before 1860.

1. In 1860 how many Southern families owned as many as fifty or more

slaves?

2. Describe a typical pre-Civil War plantation.

101/11100.161.00.001111.111,

3. Why was the cost of housing and feeding a slave very inexpensive?

00011.1.110.=0*

4.001

4. Why was the plantation owner anxious to keep his slaves healthy?

55 8 Unit V p, 245-6 SO

7.

C.3

t

SCHWARTZ-O'CONNOR, UNIT Vi CHAPTER 2: PLANTERS, FARMERS, AND SLAVES

5. What was the job of a plantation overseer?

6. Explain the division of labor among the slaves on a plantation.

.T.a..........7. Name the five most important cotton shipping ports.

a.

b.

C.

d.

e.

8. How did the life of the small farmer in the South differ from that

of the plantation owner?

SS 8

voirmolow

Unit V p. 31+ 245-6 SC

r17ij

SCHWARTZ-O'CONNOR, UNIT V, CHAPTER 2: PLANTERS, FARMERS, AND SLAVES

VOCABULARY TESTS

In the blank appearing before the word meaning column II write the letter

wnlcn appears before t e wordrETIMMEM7I.

Column10"11111011110ma

a. overseer

b. tenant farmer

c. plantation system

d. division of labor

e. spirituals

f agricultural

g. slave quarters

h. bales

True o.:1 False:

Tell uhether these statements are true or false. The underlined words

make the statement true or false. If the statement is false, what words

would you place in the statement to make it true? Rewrite each false state-

ment.

Column IIftlimwm.

1. religious songs

2. person in charge of slaves

on a plantation

3. living chiefly by farming

4. a man leasing or renting the

land he works

5. use of slave labor; an almost

self-sufficient unit

6. assigning special work to each

group

7. a poor back area of a plantation

set aside for the Negro house-,

holds.

8. a large bundle wrapped or bound

for shipping or storage

ORGANIZATION (Sequence)

1. All slavea were completely illiterate.

2. A slave's working day usually started at sunrise and ended at sunset.

3. The negro women and children were not used as field hands.

4. The slave was considered personal property.

5. The small farmers of the South were anti-slavery.

The p.....ait...on.lanmtemclosely resembled the manor system of feudal days,

SS 8 Unit V p. 35 245-6 SO

1

SCHWARTZ-O'CONNOR, UNIT V, CHAPTER 3: FACTORIES GROW IN THE NORTHEAST

WORDS TO LEARN

The Industrial Revolution came to the United States in spite ofEuropean naftEliTIM7Wenirtaws and re.gtactigns on inventions as wellas inventors. Samuel Slater, dressed as a poor farmer, left England withthe plans of a spinning machine and power loom completely memorized. The

first factoriese set up in New England, because its many streams offeredgood power as well as transportation. The factory system in the UnitedStates developed rapidly durnng the period of the War of 1812 because thenation was forced to depend on itself for manufactured products.

When the war ended and the factory system was well pstaklish0 inthe United States, thousands of immigrants came to work. They-iivea together

in crowded areas near the factopjtes. They worked hard for very low pay,but with the hope of earning enough some day to move westward where'the landwas cheap and where they would not be dominated by the "captains of industry".

NOTES ON THE READINGAIM: To Learn How the Industrial Revolution Changed the Northeast into aSection of Trade and Manufacturing.

1. A. Name the 3 inventors of thelate 1700's who were responsiblefor transferring home industryinto a factory.

B. Identify each with his invent-ion; state the results of each.

2. What changes in home life werebrought about by the IndustrialRevolution?

3. A. What part did Samuel Slaterhave in advancing manufacturingin America?

B. What restrictions did Englandhave?

4. Why did the factory systembegin in the Northeast?

5. Where were the factories loc-ated?

558 Unit V p. 36

A

B

1.*141.00.0.11..1110

1.

2

3,

A

01111004.1000.0110100Woorlo

249-250 SO

SCHWARTZ-O'CONNOR UNIT V CHAPTER 3: FACTORIES GROW IN THE NORTEAST

A. Why did the people of New Eng--

land turn from the farm to the

factory?

7. What changes were brought to

the Northeast as a result of

the Industrial Revolution?

8, A Who worked in the factories? A

What salaries did they receive?

9. Who were the "Captains ofIndustry"?

61011111111040.

.1,.

SS 8 Unit V p.....a..... 249-250 S&O

L21

SCHWARTZ-O'CONNOR UNIT V CHAPTER 3: FACINRIES GROW IN THE NORTHEAST

VOCABULARY TESTS

In the blank appearing before the word meanings in Column II

letter which appears before the words in Column I.=1~....1.....0.1~WOMMON11.4.00..1......11.11=41.

Column I

a. spinning jenny

b. loom

C. Industrial Revolution

d. vast

e. captains of industry

f. manufacture

g. factory

SS 8

Column II

write the

1. the era when newly-inventedmachines began replacing handlabor.

2. business leaders

3. making of goods either by handor machine

4. a machine used for making ofwoolen or cotton yarn

5. building where things aremanufactured

6. immense; tremendous

7. machine used for weavingthread into fabric or material

Unit V p. 38 249-250 S&O

Ii

SCHWARTZ-O'CONNOR UNIT V CHAPTER 3: FACTORIES GROW IN THE NORTHEAST

ORGANIZATION

DIRECTIONS: Read each statement and the four choices which follow it.

Identify the correct choice by placing its letter on the line before the

number of the statement.

1. A machine used for weaving threads into fabric or material is called:

a.atomic powerb. gristmill

c.loomd. thresher

2. The making of goods by either hand or machine is:

a. homespun c. piece work

b. manufacturing d. mass production

3. An official permit granting a right or privilege is called a:

a. patent c. manifesto

b. trust d. proviso

4. A machine used for the making of woolen or cotton yarn is called:

a. cotton gin c. cotton picker

b. converter d. spinning-jenny

5. Business leaders are called:a. championsb. labor leaders

c. ship captainsd. captains of industry

6. The hiring of children under fourteen years of age to work long hours

in factories is called:a. juvenile delinquency c. child care

b. child labor d. slavery

SS8

7. The change-over from hand and home to machine and factory was called:

a. Industrial Revolution c. French Revolution

b. American Revolution d. reudalism

Unit V p. 39 249-250 S60

SCHWARTZ-O'CONNOR, UNIT V CHAPTER 4: A TARIFF DIVIDES A NATION

WORDS TO LEARN

Years before the first gun was fired at Fort Sumter, the United

States had become a divided nation. The people of the nation had become

"northerners", "southerners", or "westerners". As important issues had

to be decided, they did not consider the benefit to the entire nation;

they put their sectional interest above all others. It was as if an invis-

ible wall had bgen1W.t around the three geographical areas. Each of these

sections brought forth statesmen who spoke for them and presented their

beliefs. These men were honest in their opinions and undoubtedly sincere

in their beliefs, but too many of them weilgIIMITed by thier narrow sectional

interests. Daniel Webster spoke for the North, while John C. Calhoun

represented the South. Henry Clay, a westerner, tried to have these two

giants settle the burning issues by compromising. The President of the

United States was Andrew Jackson. When he took the oath of office he had

vowed to protect and defend the entire nation. Andrew Jackson was not

going to sit idly by and watch South Carolina dissolve her ties with the

Union. Presdient Jackson threatened that armed force would be used if

necessary to keep the nation together. South Carolina knew that this was

no empty threat. President Jackson meant business. This event took

place in 1832. From then until 1860, by threats, compromises and

conferences, the nation was kept together.


AIM: TO Learn How the NorthTariff.

1. Why did the War of 1812uring nation?

and South Differed over the Question of the

compel the United States to become a manufact-

2. How would a "protectiveforeign competition?A. 411

tariff" protect the American manufactures from

3. Why did the South believe that the tariff favored the North?

4. Why was the tariff of 1828 called the "Tariff of Abominations"?

SS 8 Unit V 4o 254-255 SO

Li

SCHWARTZ-O'CONNOR UNIT V CHAPTER 4: A TARIFF DIVIDES A NATION

5. How would John C. Calhoun and Robert Hayne explain their theory of"States Rights"?

ower

r en= mens.mmoor. meisonalwar ,.0.4.1..Amm., 11111111.,

6. How did Daniel Webster and Henry Clay defend the power of Congressto pass a tariff?A

1111111...110....7. Why did South Carolina threaten to secede in 1832?

.. wfforg.esagamewmali........!110110.1.1.,...~..MINVIINIVIMMOMONNIIIM

411111110=11111.111111, MINIPAIIMIDONOWMMIIMMD,

8. How did President Jackson react to South Carolina's threat of secession?

9. Compare the views of the Moz,th and the South on three vital issues.a. SLAVERY --

AO.

s T I A TWA tosl STATES RIGHTS.

c. THE TARIFF--

Cogvaleroll4103vermiparft

SS 8 Unit V 41 254-255 S60

SCHWARTZ.O'CONNOR UNIT V CHAPTER 4: A TARIFF DIVIDES A NATION

VOCABULARY TESTS

In the blank appearing before the word meanings in Column II write the

letter whic appears before the words in Column I.

Column I

1. national supremacy

2. abominatinn

3. foreign

4. competition

6. tullify

6. states, rights

7. secede

8. convention

O. tariff

Column II

A. the act of setting a law aside

B. when a state leaves the Union

C. a tax on imported goods

D. preference for the rights ofstates over the national govern-

ment.E. rivalry; contest; effort to

obtain something wanted by others

F. strange; alien

G. the idea that the nation is more

powerful than the states

H. gathering; assembly; a political

meetingI. a feeling of disgust, hate,

loathing

PRGAIIIZATION

Zn the parentheses put the letter

discription.

g the name or term which best fits the

10( ) nationalism A.

2.( ) sectionalism B.

3.( ) compromise C.

4.( ) Andrew Jackson D.

6.( ) Henry Clay E.

6.( ) Tariff of Abomination F.

I.( ) Missouri Compromise

8.( ) Robert Y. Hayne G.

9.( ) Daniel Webster H.

10.( ) John C. Calhoun I.

J.

SS 8 Unit V p. 42

the belief in states' rights

a settlement reached by mutual consent

the putting of the interests of the

Union above those of any section"Old Hickory"

"The Great Pacificator"

admitted Maine to the Union as afree state and Missouri as a slave

state

name given by Southerners to the

bill of 1826 which raised the duties

preservation of the Union and

federal supremacychampion of states' rights and null-ification"Liberty and Union, now and forever,

one and inseparable"264.256 580

Ii

it

it

SCHWARTZ-O'CONNOR, UNIT V CHAPTER 5: SLAVERY CAUSES BITTER FEELINGS BETWEENR AND OUT

WORDS TO LEARN

Henry Clay cane to be recognized as the "Great Compromiser ". ie was

responsible for preventing open conflict between the North and the South

as early as 1820 when he presented the Missouri Compromise. This compromise

permitted Maine to enter the Union as a free state while Missouri entered

as a slave state. In the future, however, all territory above the 860 30'

parallel, was closed to slavery, while south of this line slavery remained

legal.

In spite of the efforts of such men as Henry Clay, feelings continued

to run high about the slavery issue. William Lloyd Garrison, an ardent

abolitionist, published a newspaper, "The Liberatvr", which was wiaaTreadin the North.

It:is said that the book, "Uncle Tom's Cabin': written by Harriet Beecher

Stowe, was a leading contributiKcause to the Civil War. Although the

author had never travelled in the South, she based her novel on hear

say and tales she heard from run-away slaves at the underground railroad

station.

Such Emagsjanot only angered the Northerner but often incited

the Negro slave into E2192Illsagainst the chains of slavery. It was

the Civil War, however, and not compromise, that eventually freed the slave

from bondage.


AIMS: To Learn How the Addition of New Territory Led to Quarrels over Slavery.

To Learn about the Abolitionists.To Understand How North and South Drifted Apart over Slavery.

1. Why was Missouri refused admis-sion to the U.S. in 1819?

2. Wh arranged a compromise thatadmitted both Maine and Missowl.

3. What uere the provisions of the 1.

Missouri Compromise?

4. a. What was the name 1,1 the

newspaper pUblished jr Boston

that was against slaveytyb. Who published it?o. What wege the anti-slaveu

people called?

55 0 Unit p. 43

t§7,

a.

258-259 S60

SCHWARTZ-O'CONNOR UNIT V, CHAPTER 5: SLAVERY CAUSES BITTER FEELINGS BETWEEltNoRTrJm

5. a. Who was the author of Uncle a.

Tom's Cabin?

b. Who was the villain of thestory?c. Who was the hero?

d. What agreements did pro-slavery leaders offer for thecontinuation of slavery?

6. What event took place in Virginiain 1831 that caused great fearin the South?

7. a. Why did Congress pass theFugitive Slave Law?

b. How did the abolitioniststry to avoid this law?

$S 9

bft.esamme "

/11,111

..11.1.11/11.171101.0110111001111.100

01.111IIMOMMIINI

.0110.8110.0.0111.11.11-10=6/14...0MA

00=3,==71.011.....m.41.11.106

...11011414.11.1

Unit V p. 44 258-259 Sg0

[I

SCHWARTZ-O'CONNOR UNIT V CHAPTER 5: SLAVERY CAUSES BITTER FEELINGS BETWEEN

NORTH AND SOUTH,4VOCABULARY TESTS

In the blank appearing before the word meanings in Column II, write the

letter which appears before the

ae

Column I

representatives 1.

11

'7-

b. admitted 2.

C. request 3.

d. compromise 4.

cr.e. Liberator 5.

f. abolish 6.

g.

h.

fugitive

convince

7.

i. revolt 8.

j. uprising9.

Q:11,

t- :2

SS 8 Unit V

Column II

do away with

ersuade by argument or proof

person appointed to act or

speak for othersact or state of rebelling

a rising up

ask for

to settle by each contestant

giving up a part of what he

demands

permissinn to enter

abolitionist newspaper

30. runaway

258-259 SO

SCHWARTZTO,CONNOR UNIT V, CHAPTER 5: SLAVERY CAUSES BITTER PEELING BETWEEN

NORTH Alirgarrii

1820..

ORGANIZATION

Label:1. Missouri2. 36° $0' line

3. closed to slavery4. open to slavery

5. Maine6. Mexico7. Oregon

SS 0 Unit V p. 464=3.1

258-259 S60

1'

f-

U.

SCHWARTZ-O'CONNOR9 UNIT V UAPTER 6: HOPE FOR PEACE FADES

WORDS TO LEARN

The problem over samy was not a new one to the United States.

In 1619 the first Dutch slave ships had landed in Jamestown with a

cargo of about sixty chained and broken Negroes from Africa. Most of

these slaves had been sold into bondage by their own tribal chiefs.

Tobacco raising and trading had become a very profitable industry in the

Southern colonies and it was believed that the Negro coming from the hot

climates of Africa would be well-suited to work in the hot, sun-drenched

cotton fields of the South. In the decades following the inuratiofslavery into the United States, many _2121...coliiseswere made on this trouble-

some issue. The problem was re-examined every time a new territory applied

for admission to the United States. The Northerners fought to contain

slavery, if it had to be, and not permit it to spread. Whereas the

Southern planters, having used up a good portion of the land in the "Old

South" wanted to push and expand their property into the new territory.

In this manner,the United States set up boundaries for slavery. The

first Compromise of 1820 limited slavery to the 36° 30' line. But this

rIftl

U

Li

carl

11

Compromise was changed and nullified many times until a climax was reachedfinally burstin

forth

AIM:

1860. The years of hatred, disFrust and frustration

into a terrible holocaust--The Civil War.


theputbreak of theTo Learn about the Events that Led Directly to

Civil War.

r-T-7

1. Why was the Republic of Texas notadmitted to the United Statesuntil 1845? 4=mopa.......0111

Why did the discovery of gold in a.

California cause alarm in the

LI1Southern States? b.

Explain the three important sec.4 1.

tions of Clay's Compromise of 2.

1850.

4, How did the provisions of theKansas-Nebraska Act nulligy orset aside the Missouri Compromiseof 1820?

5. What was the platform of the newly-formed Republican Party?

SS 8 Unit V p. 47 263-264-265 S&O

I.

ok,i

SCHWARTZ-O'CONNOR UNIT V CkAPTER 6: HOPE FOR PEACE FADES

6. On which slavery law did Dred

Scott base his claim for freedom?

7. How did Supreme Court Justice Taney's a.

verdict in the Dred Scott caseaffect the slavery issue?a. In the North?

b. In the South?C. In Europe;

8. Who were the two candidates for 1.

2the Senate in 1858?

9. Compare the views of the two cansT.a.

didates on the slavery issue.a. Lincolnb. Douglas

10. What part did John Brown play

in further arousing the hatred

of the Southerners towards the

Abolitionists?

SS 8

aro

0.60111.1.110011.16.."

44119.0001411.04~~.~

OMIrliovs.

Unit V 11, 48 263-264-265 Sg0

1

70

1.1u

Li

V CO

SCHWARTZ-O'CONNOR UNIT V CHAPTER 6: HOPE FOR PEACE FADES

VOCABULARY TESTS


letter whicfi appears bef3ri the words in Column I.

Column I

a. prelude1,

b. decade2.

c. climax3.

d. extremists4.

e. political party5.

f. inaugural address6.

g. popular soverignty7.

h. debate

SS 8 Unit V p.

Column II

letting the people of an area

decule an issue.the highest point or most excit-

ing partan introduction or a beginning

a period of ten years

the discussion of a question

or a problemradicals; too far on either side

speech made when a President

takes officea group of people who have

the same ideas on government

and candidates

2 3 264-265 S80

SCHWARTZ-O'CONNOR UNIT V CHAPTER 6: HOPE FOR PEACE FADES

ORGANIZATION

Reading Questions:

Directions: Fill in the blanks with the words taken from the list below.

inaugural addressextremistsdecadeclimax

Judge TaneyDred Scottpolitical partypopular sovereignty

Stephan A. DouglasHarpers FerryRobert E. Lee

1. like John Brown, who lead the raid on

Virginia, caused a great deal of bitterness. The

United States Marines led by captured him.

2. The before the Civil War was filled with debate over

the question of slavery.

3. Lincoln'sthat the Union must not be divIded.

4. Thethe Republican Party.

stressed the idea

that Lincoln belonged to was

5. Abraham Lincoln and were rival candidates

for the United States Senate in 1858.

6. The disagreement between the North and South reached its

when Fort Sumter was fired upon.

7. Supreme Court Judge in the famous

case, ruled that a slave was property and that he there-

fore could not take a case to the Supreme Court.

55 8 Unit V p. 50 263-264-265 S&O

SCHWARTZ-O'CONNOR UNIT V 9 CHAPTER 7: LINCOLN IS ELECTED. THE CIVIL WAR BEGINS:9 ,01WORDS TO LEARN

The candidate hoped he'd be elected as a Senator from South Carolina.He felt he'd make a good senator because he had worked at many differentjobs and had learned a lot from each. As a clerk in a store, he'd learnedto be pleasant to people on whom he'd waited, and to give them exactly whatthey'd wanted to buy. His work on a VaLlt.stioaharbil shown him what the

southern farmers were like. One summer, he built a flatboat and floateda load of freight down the Mississippi River. When South Carolina secededfrom the Union he had no doubts about what he should do. He never debated

in his mind about whether to be loyal to the Union or the Confederacy.He believed the South was superior to the North. He became a candidatefor Senator of the Confederate States rather than the United States.


AIM: To learn how the Civil War began.

1. What did the election of Lincolnhave to do with the start of theCivil War?

ore.ftworl.

2, What (4) things from Lincoln'sbackground would make him a good cpresident some day?

40

,...........

3. What did Lincoln want to doabout slavery:a. In the new territoryb. In the southern states that

already had slaves?

4. Why did slavery become a problemto Lincoln when he ran fvrpresident?

5. What did the southern states dowhen Lincoln was elected?

ammogr

a.

onsapaiNaw.0mirfommor...........Mma.....pw......, MID

0.1111.0100=11......110.11011.1

411.1161111.11111.111MOM..4

6. How did Jefferson Davis' back- .a

ground make him a good president bfor the Confederate States?

7. The first act of war was:

4011141..m,

Arilow...011..0.,........~1,

when? OOOOOOOOO .by whom ? . OOOOOOOwhere? . OOOOOat what7

55 8 unit V 51 269-274 S&O

11

ii

SCHWARTZ.OTONNOR, UNIT V, CHAPTER 7: LINCOLN IS ELECTED THE CIVIL WAR BEGINS!

AIM: To learn how each side was prepared for the war.

8. In what (6) ways was the Northstronger than the South?

a.

b.

C.

e.

.0.11...ftrrunare...amilnew

.Or

9. What (2) advantages did the South a.have over the North? b.

10. Why was Robert E. Lee chosen to a.

lead the armies of Virginia?

411"C...010011/1. ...IIMMIN=INOrmi,IIMIIIMMIMIGINONIMMONIIIMINI

111.11MOO.......110.11.0..........1110104001mara.m01

SMIMI..me

VOCABULARY TEST

asomilbsonomIl

Awae.M

In the blank ap earing befcre the word meanings in Column II, write theletter w ich appdaFTATEN'THZ-Zarin Column I.

a. candidateColumn I

1.Column II

large farms usually growing onlyone crop

b. clerk 2. a man who works in a small storeselling, cleaning up, etc.

c. Confederacy or Confederate States 3. to withdraw from; to break awayfrom; to leave a group

d. debate 4. a home-made boat used to floata load of freight down a river

e. flatboat 5. better or more powerful

f. plantations 6. someone who is trying to getpeople to vote him into a job

g. secede the name which the southernstates gave their government

h. superior shen they broke away from theUnited States

i. Union 8. a speech in which you argue foror against something.

9. the name the states gave them-selves when they joined togetherunder the Constitution of theUnited States

SS 8 Unit V i,. 52 269-274 S&O

SCHWARTZ-O'CONNOR UNIT V CHAPTER 7: LINCOLN IS ELECTED. THE CIVIL WAR BEGINS!

ORGANIZATION (SEQUENCE [TIME LINE])

Draw a line connecting the events given below to the arrows on the timeline indicating about when they happened.

1810 1820 1830 1840

a.

b.

C.

d.

e.

LincolnLincolnLincolnLincolnLincoln

1850

is bornruns for President of the U.S.debates Stephen Douglasis elected to the House of Representativesmakes a flatboat trip down the Mississippi

SS 8 Unit V

1860

269-274 S60

1

SCHWARTZ-O'CONNOR UNIT V CHAPTER 8; A LONG STRUGGLE IN THE MAKING

WORDS TO LEARN

A smart general works with his military chiefs-of-staff to workout the entire stratum of a war before the battles start. Then eachbattle is part of the overall plan for winning the war. Men, materialsand resources must be rationed and conserved to fit in with the overallplan. Only a country that is unlimited in its war supplies can affordto foolishly squander all of its resources on any one battle or action.A war must also be a carefully coordinated plan of action between thegenerals and the units of the arnya In many instances the army and thenavy must work together to complete an action successfully. It wasunfortunate that President Lincoln, as commander-in-chief of the armedforces of the Union, could not get his generals to work as a unit. Theymade many costly and unnecessary errors. They were fortunate that theindustrial resources of the North could sustain them.

General Lee, with his limited resources of men and materials hadto be much more conservative in his planning. He worked veryclosely with his chiefs-of-staff in order to conserve his supplies.

SS 8 Unit V p. 54 27 6-2 7 S60

SCHOARTZ-O'CONNOR UNIT V CHAPTER 8: A LONG STRUGGLE IN THE MAKING


AIMS: To Learn about the Early Fighting in the Civil War.

To Learn of the Battles for Control of the mliiIiiiPpi.

To Learn of the Attempts to Invade the North.

1, What were the results of theBattle of Bull Run?a. For the North?b. For the South?

a.011001/1.11111,11116.. 1111.11

ftolamlEIMI 11101WerrelM2. What strategy did the North plan a.

to follow to defeat the South? b.

0.

3. Why did the North have to capture a.Fort Henry and Fort Donelson?

goot.......m,.......notria...eroprow

00.00104Mra.11,

4. What experiences in his early a,

trained U.S. Grant to assume b.the leadership of the Northern c.

Armies?

Why was a victory at Shiloh a.

necessary for the Northern forces?b.

What was the Union plan for cap- a.

turing the City of Vicksburg? b.

C.

7. How did the Union blockade of a.

Southern ports bring about the b.

defeat of the South? c.

8. How did John Ericsson's inventionintroduce a new era in naval war-

fare?

"WWI Ile. 140.1

a. What was the result of Lee's a.

attempt to invade the North?b, of McClellan's attempt to in-vade the South?

10. a. What were the provisions of the

Emancipation Proclamation?b. How was the Emancipation Pro-clamation received?1. In the North?2. In the South?3. In England?

SS 8 Unit V 55 275-276-277 S&O

SCHWARTZ-OICONNOR UNIT V, CHAPTER 8: A LONG STRUGGLE IN THE MAKING

VOCABULARY TESTS

In the blank appearing before the word meaningsletter ZIA a pears before the words in Column

in Column II write theI.

Column I Column II

a. strategy

b. blockade

c. route

d. fleet

e. ironclad

f. invade

g. commander-in-chief

b. resource

56 8

1. control of who and what goesinto or out of a place by theuse of an army or navy

2. any supply that will meet aneed, such as, water,coal, guns,men

plan of battle; tactics

4. covered with iron

Unit V p. 56

group of warships under onecommandforce (out); put out

enter with force or as an enemy;attack

person who has complete commandof the army and navy of a country

275-276-277 Sg0

SCHWARTZ-O'CONNOR,

WHO AM I?

UNIT V CHAPTER 8: A LONG STRUGGLE IN THE MAKING

MATCHING: RECALL OF DETAILS

Directions: From the listidentify each statement.

John EricssonRobert AndersonWilliam Tecumseh ShermanRobert E. LeeThomas J. Jackson

of famous men select the one that would best

David C. FarragutUlysses S. GrantPierre G.T. BeauregardGeorge B. Mc Clellan

1. I was a Southern general who was finally forced to surrender at

Appomattox.

2. I was the Southern"commander who attacked Fort Sumter.

3. I was the Union commander who defended Fort Sumter.

4, I was the Northern general who beseiged and captured Vicksburg.

5. I was the navaraWiagi who took New Orleans and Mobile.

6. I designed the Monitor.

I was nicknamed "Stonewall".

8, I was the most RI";.--tred-sTidhaion derieFil77-raiirrEfestructivemarch from Atlanta to the seacoast.

9. I was a veTy cautious Union general. I d d not attack until ordered

to do so by President Lincoln.

SS 8 Unit V p. 57 275-276-277 SW

SCHWARTZ-O'CONNOR, UNIT V, CHAPTER 9: LEE MEETS GRANT, THE WAR ENDS.

When General Lee heard that Stonewall Jackson had been accidentallykilled by one of his own men, it is said he felt as though he had beendeprived of his right arm. The loss did not deter General Lee from trying

to invade the North at Gettysburg. The superiority of Southern leadership

was no match for the Northern strength in supplies and manpower. The

Northern victory on July 4, 1763, was the turning point of theCivil War. The North had succeeded in pushiing back the South. On the

same day the North under Ulysses S. Grant had succeeded in taking Vicksburg,

thereby controlling the Mississippi River. It was left to General Sherman

now to divide the Confederacy in two. In his two-hundred mile drive through

the South he was not satisfied with simple victory. He and his victory

happy men destroyed every farm within a sixty mile radius. The name

"Sherman" remains today, in the South, one of the most hated of surnames.

It was left to Ulysses S. Grant to show the South that all Northerners

were not hateful. At the time of the Treaty at Appomattox, when Lee sur-rendered to Grant, the Northern soldier's band was not permitted to play.The Southern soldiers were permitted to keep one firearm for hunting, andtheir horses to help them on the farm. Grant, in all humility, did notaccept the sword from General Lee,

SS 8 Unit V p. 58 280-281-282 B80

SCHWARTZ-O'CONNOR, UNIT V, CHAPTER 9: LEE MEETS GRANT THE WAR ENDS.


AIMS: To Learn How the Civil War Came to an End.To Learn How the War Affected the North and South.

1. a. What famous Southern general a.

was killed, in a battle which wasa Southern victory?b. Where did this take place?c. What battle was the turningpoint of the Civil War?

b.

2. a. What 2 victories for the a. I.

North were won on July 40 1863? 2.

b. What was the importance of b. 1.

each of these victories?2,

3. a. Who was the general in c'm- a.

mand of all the Union forces b.

in 1864?b. What was his plan?c. What were his advantages?

4. a. What was the name of the Union a*

General who captured the Shenan- b.

doah Valley?b. How did Gereral William T.Sherman reach his goal?

a. Why was Lee forced to surrender a.

to Grant in 1865?b. Where did the war end?

6. a. What dcos the term "draft" a.

signify?b. What was a "bounty jumper"?

7. a, What part did Clara Bartonplay in the Civil War?b. What organization wasfounded by her?

b.

8. What was the role of the ne ro a.

during the Civil War in the1. North 2. Southb. What document *toed slavesin states which were in rebellionat the time?

58 8 Unit V p. 9 280-281-282 S60

[

II

SCHWARTZ-O'CONNOR UNIT V CHAPTER 9: LEE MEETS GRANT THE WAR ENDS.

9. List some of the hardships faced a.

by the South.b.

C.

AAMIM1011.10.1,....d.

10. Compare the above hardships of the a.South with conditions in theNorth.

11. What caused America to be astronger nation at the end of

the Civil War?

SS 8

LI

b.

C. .1.1111W

d.

e011111111/00111

=1.11101.

Unit V p. 60 280-281-282 S&O

SCHWARTZ-O'CONNOR UNIT V CHAPTER 9: LEE MEETS GRANT, THE WAR ENDS.

VOCABULARY TESTS

In the blank appearing before the word meanings in Column II, write

the letter which appears before the w6rds in Column I.

2212m I

a. turning point

b. bounty

c. invasion

d. appointed

e. instrument

f. equipment

g. Deep South

h. service

i. volunteer

j. draft

SS 8

Column II

1. to choose for an office or

position2. calling men in a definite age

group for military service and

training

3. duty in the army or navy

4. supplies

5. a reward

6. enter military service of one's

own free will7. position gained which reverses

the point of advantage

8. Southern states bordering theGulf of Mexico

9. a large-scale attack

10. tool or mechanical device

Unit V p. 61 280-281-282 SW

1

r

SCHWARTZ AND O'CONNOR UNIT V CHAPTER 9: LEE MEETS GRANT THE WAR ENDS.

GRAPH & READING

RESOURCES OF THE UNION AND THE CONFEDERACY.

t. Union

Po ulation...r,%

$ As*, *or,

6. I -

,... ..APV of ........ 4 ... :,,,II

....... . ...... ...V I .1%.,.. ft

11 ''..' .0.....e.

i I)'Ns,-

t o'1

,

...=

Industrial

.... !,Workers..

,. . Ve;-,,

:? /1

4.won.,

Livestock

t2a.'41 Confederacy

Wealth

4 e I,

4$ SI

i

% 0. 1 :

1: ..,I. l

1

9 yo 14 1 1I t

0 4 4'1. c II. a

0 1 4'ON,.

s

.4

' 4 ...

"6%*1114 .----

Railroads...c..----,,,t,

..-"°°- -. ., t .--..-.; -:-..;---,..... . . , i

.. , - ....12 ...........0.....,../..."....we

.4 .1

,.. t ii, . : ..... .:...:>...'";_... .0.4

i .. a . . 1 .: 2 C41 I 0 A...,.... __*.0

., 0.40.' ........' ); tiI.

* * ." . '''' ......,00...

:or' 1°.

..

ti,. 4.. ./

%. I a\N .,,re

*.

0 IP.

,%

I

1 '5.'fr t/ % % ,,,..0*.01::::-.6°.

4 i k1I *70:;°:;" .0b 01-,.,i. .,

I t e) 4.) IC11.

1-)

1

,.....,........0,.....<:,,...,_,::...,

11

1-0°5-e.

...... 4

at. " $ ' ...".'\ ' 0 '

'S, '. 4 e /'4, $ l'o ' .

1; ' ,,,,.,0°

*%. Al........**- '

Circle the letter of the correct choice.

1

Factories

...............' ': a.

I,,

0

.m..

i 1...5/ %

,

-.Farmlands

. e. , 0").,

. .

f

(.1

:

...--: ----r"}-..4 . 1 ,.0 .0

/1 ''I ; ' .,."" ,' '*;;...."-

, . 30,.." 4,,,I0 A.

..... ,4 . 0° k 1 jr.' k...,..../

0

.1. I k4 .

1)11 `'C.

\\:.

g'

Noo":

I.',to

of

1

. !

r(

11,0

`'II * . 1. ,/Is . ' .../

r

BankDeposits

1. The graphs indicate that the Union's superiority was greatest in thearea of (a) wealth produced (b) bank deposits

(c) industrial workers (d) value of livestock2. According to the graphs, the amount of wealth produced was most closely

related to (a) value of farm lands (b) industrial workers(c) population (d) bank deposits

3. The Confederacy came closest to matching the Union in respect to(a) financial resources (b) factory production (c) total wealth

(d) agricultura

SS 8 Unit V p. 62 280-282 S&O

--r

SCHWARTZ-O'CONNOR UNIT VI CHAPTER 10: RESTORING THE SOUTHERN STATES TO THEUNION

WORDS TO LEARN

Jchn Wilkes Booth, a disappointed, frustrated actor assassinatedPresident Lincoln as he sat in Ford's Theatre with his wife. The warwas ended but the hate lingered on.

Three amendments were added to the Constitution to protect the

interests of the Negroes of the South. Because many Southerners werenot in agreement with these ideas and were further angered by the abuses

of the carpetbaggers and scalawags, they formed secret societies in an

effort to frighten the Negroes and the carpetbaggers.

Only after a new generation grew up, did the Southern whites regain

control of the government.


AIM: To Learn How the Federal Government Planned to Treat the Confederate

States after the War.

1. a. What was Lincoln's plan for a. 1.

the return of the Southern statesto the Union? 2.

b. How did Abraham Lincoln showhe held no hatred against the b .

South?

IMISIIMMINM41.00.1.11.011MI.1.1411141O

2. Who assassinated Abraham Lincoln? a.When? b.

.Why? c.

.111.1.10.000.01. frerrew/Woornew.0....

10/1100.1.10001,

3. What problems faced Andrew Jackson? A.

B.

C.

D.

E.

4. a. Why was Andrew Johnson im- a.

peached?h. was he guilty? b.

5. What were the reconstruction A.

plans for the South? B.

C.

D.

SS 8

E.

.1101....1...01.0.06,1110.0.161.11.1111.1.1001.0.0111

/...1 .40.11.1.1.111M6.11011.....11011.10.

Unit V p. 63 286-287 S&O

SCHWARTZ-O'CONNOR UNIT V CHAPTER 10: RESTORING THE SOUTHERN STATES TO THE

UNION

6. a. What two groups of white men a. 1.

ruled the South following the War? 2.

b. What was the extent of their b.influence?

.zromoroworol.

7. How had the South changed by 1870? a. 1.2.

3.

8. a. What group of Southerners even- a.

tually won back control of the

government? b 1.

b. What was their objection 2 .

to the existing government? 3.

9. What (3) amendments were added to 1.the Constitution following theCivil War?

85 8 Unit V p.

411.1110.11011100.1.0.1.

2.11.111110114 .006.1110011100.~6110.11.01.0.GOMIr.0110...

6 14 286-287 S60

IT

SCHWARTZ-O'CONNOR, UNIT V, CHAPTER 10: RESTORING THE SOUTHERN STATES TO THE-..

UNION

VOCABULARY TESTS

In the blank appearing before the word meanings in Column II, write the

letter which appears before ihe words in Column I.

Column Ia. amendmnt

b. carpetbaggers

c. organize

d.

e. reconstruction

f, strive

g. scalawags

h. Bladk Codes

i. impeach

j. Ku Klux Klan

Column II1. Northerners who rushed South

after the Civil War to get con-trol of the government

2. act of accusing a public official

of misconduct in office3. arrange; put into working order

4. a change or addition to the

Constitution5. Southern whites who cooperated

with the north for profit during

the period of reconstruction

6. work hard

7. secret society of white peoplein the United States formedafter the Civil War to regainand maintain their control.the rebuilding of the South after

the Civil War9. laws which withheld rights from

the Negroes10. spite; wish to hurt others

ORGANIZATIONaim or at

58 8

044.

People first began to hear about the Ku Klux in period

a. 2 b. 3 c. 4 d. 5

The thirteenth Amendment was passed in a. 2 b. 4

c. 5 d. 6

Abraham Lincoln was assassinated in a. 2 b. 3 c. 4 d. 5

4. All southern states returned to the union by

a. 1 b. 2 c. 3 d. 5

Unit V p. 65 286-287 S&O

SCHWARTZ-O'CONNOR, UNIT V CHAPTER 11: THE NEW SOUTH

WORDS TO LEARN

After a war, a country and its people must pick up the shatteredpieces and try to create a new life. In the South they did not have enoughof anything left to rebuild. They actually had to start to build a newcountry. In building a new country many of the old ideas and ways of lifewere abandened for completely new systems. The biggest change took placein the llfe of the newly-freed Negro. With the expansion of public education,the Negro started to fight for his rights as a full-fledged citizen.

NOTES ON THE READINGMilsIMIM11.10

AIM: To Learn of the Changes That Have Taken Place in the South since theCiv11 War.

1. What laws were passed by theSouthern whites to keep theNegro from voting after theCivil War?

a.

b.C.

2. How did the white Southerners se- a.gragate the Negro population? b.

cs

3. What was Booker T. Washington's a.

contribution to improve the life b.of the Negro? c.

40 Why was the RepUblican Partydefeated in all Southern electionsuntil 1956?

5. Why did the plantation systembreak down after the Civil War?

6. Who were the share croppers?Tenant farmers

0.111

.111111.0.1001111101.M114...0.11.0........,

7. What other crops were produced a.

after the Civil War? c.

Why is Birmingham, Alabama, knownas the "Pittsbugh of the South"?

SS 8 Unit V p. 66 290-291 S&O

SCHWARTZ-O'CONNOR UNIT V CHAPTER 11: THE NEW SOUTH

VOCABULARY TESTS


letter which appears before the words ln Column I.

Column I

a. poll tax

b. Jim Crow laws

c. integration

d. segragation

e. tenant farmers

f. sharecroppers

g. Solid South

h. reconstruction

i. New South

Column II

a tax charged for the right

to vote2. rebuilding

3. one who paid for his land in

money or crops4 unifying groups

.5. poor white men or negroes whoworked for a landlord andgave him a share of the crop

6. the growth of factories andtransportation in the Southsince 1865

states voting as a unit for onepolitical partythe act of keeping apart

9. discrimination against Negroes

SCHWARTZ-O'CONNOR, UNIT V, CHAPTER 11: THE NEW SOUTH

READING WES.TION..11=1....11.=1,10.111.1.10,...........11.

From your reading complete this outline in your notebook.

a, The "New South"1. Agricultural changes after the Civil War.

a.

b.

C.1106.11411.10111111100.1.0welOW MI Ow.-

2. Industrial changes-. new industries that were introduced after theCivil War

a.

b.

C.

3. Transportation--new methods of transportation that the south builtafter the war

a.

b.

4. Education--free public school systemd7"--NeEia Educators

1.

Al.M.001140011108.11V

SS 8

*NW

2.

b. Supreme Court Decisions1.

2.

c. Civil Riglts Gains in Education1.

2.

3.

3.1.0010.4100.00.1.11...1.0.0.1011MOMMING

Unit V p. 68 290 291 S&O

Unit I Discovery

and Exploration.

Unit II Colonial

Struggle For Inde-

pendunce

Unit III Hou

Our Nation Is

Governea

17-

3itm-1

II

Guide Topics Correlated With Texts

Wilder

This Is America's Story

Chapter No.: Page No.

1. (gp. 16-35) The OldWarad Finds

a lieu

Wbrld Beyond Its Horizon

2. (pp. 37-57) Europeans Learn More About

the Neu-World

1. (pp. 58-79) Spain Establishes a Great

Ehpire

4. (gp. 80-99) Englishmen EstablishVigorous

Colonies in North America

5. (pp. 100-119) Bbu. Did People Ltve in the

English Colonies

6. (go. 120-135) France Gains,

Then Loses

a Huge Ennire in North America

7. (pp. 136-148) Hnu. Were the Abglish

Colonists Governed?

8. (pp. 149-164) TheAmerican Colonists

Resist Strict Control by England

9. (o. 165-189) The Thirteen English

Colonies Win Their Independence

FFusing

kaimiti

Schwartz and O'Connor

boring American History

Chapter No. and. Unit

1-13 (gp. 4-62) (HOWITITas The VeyWorld. Explored

and Colonized?)

- covers fram Columbus to the

establishment of the New England

Colonies

1-8 )pp. 66-97) (HowDid the Colonies Win their

Freedom?)

- covers from the establishment of the

ElmrEngland Colonies to the FrenchAnd Indian Wars.

VOTE: Chapter 6 (pp. 86-90) isnot included in Unit

I but is included in Unit II

9-16 (pp.98-141) HarIad The

Colonies Win Their

Freedom?

- covers from the English tightening their

restrictions to the end of thewar

NOTE: Chapter 6 (gp. 86-90) included in this

section

11. (pp. 212-226) The ThirteenStates Create

1-6 (pp. 142-170) How. Is Our NationGoverned?

fe, Firm UnionUnder the Constitution

1covers from the Articles of Confederation to the

12. (pp. 227-242) The VeuGovernment

Is

problems of the neugpvernment under the Constitu-

Successfully Launched.

tion

Unit IV Weatuari

Expansion

Unit

VCivil

War

3

Guide To ics CorrelatedWith Texts

Wilder

This Is America's Story

Chapter No.: Page no.

13. (gp. 243-263) TheUnited States

IGains the Respeat ofOther nations

I14. (pp. 264-288) TheNortheast Be's

.

comes the Center

of Trade and Manu-

facturing

!15. (gp.289-303)

Cotton Becomes Ring

:in the South

'16. (pp.304-318) DemocracyMarches

Westward with the Frontier

17. (pp.

319-345) The nation us a

1

Whole Becomes MoreDemocratic

I1

18. (pp. 346-372) The UnitedStates

Gains More Land and Reachesfram

Sea to Sea

21. (pp.

424-442) The Last Frontier

in the West Is Settled

Unit VI Rise

1

Of Industry and

Agriculture

1

19. (pp.

373-392) The North andSoutg

Came to Blows

20. (gp.

393-423) The North and. the

South Fight a War and AreReunited

:

22. (pp.

442-467) The United States

t

Becomes

aGreet,Inatiatxtaa. nation

1

23. (pp.

468-462) Growing Business &

Xndustry Face and SolveNew Problems

24. (pp.

483-505) amrllethods of

Farming Create:Hew-Problems

25. (pp.

506-524) The Machine Age

Changes Life in Cities

and on Farms

Schuurtz and O'Connor

pcploring American History

Chapter no. and Unit Eo. in S. &0:-------

1-14 (gp. 174-239) How Did The new-nation Grow InSize and

Strength?

- covers

from the northwest Territory, ,Oregon,

Texas, Ctlifornia and the close of the frontier.

1-33

.(pp. 240-297) How Did. Differences In Cur Way Of

Itfe

Leal To Civil War?

- covers

from ld.ng cotton to the New

South

1-14 (pp. 298-359) How Did. The United

States Become A

Leading Industrial Nation?

- coversfran conditions in

industry and agriculture before

the Civil War to the pro-

blems of the 1930's

ti.7.

==

=

Guide Topics Correlated ilith Texts

Wild

erSc

hwar

tz a

nd. O

'Con

nor

Thi

s Is

Am

eric

a's

Stor

yE

ria/

orin

g .A

mer

ican

His

tory

....-

-....

......

...--

._..r

.__

Cha

pter

No.

: Pag

e N

o.C

hapt

er N

o. a

nd. D

Lit

No.

in26

. (pp

. 525

-556

) A

mer

ica

Prov

ides

Mor

e1-

16 (

pp. 3

60-4

63)

How

. Did

.T

he U

nite

&St

ates

Bec

ome

Opp

ortu

nitie

s fo

r M

ore

Peop

leA

Lea

der

In W

orld

Aff

afrs?

- co

vers

fro

m th

e 8p

anis

h-A

mer

ican

War

to th

e pr

oble

ms

conf

ront

ing

us in

196

0

Uni

t VII

U.S

.B

ecom

es a

Wor

ldL

eade

r

27. (

-op.

556

-570

) A

mer

ican

Lea

ders

Bra

nch

Out

Alo

ng ..

,eu

Path

s28

. (pp

. 571

-590

) T

he U

nite

d. S

tate

s G

ains

Poss

essi

ons

0vel

-ree

3s29

. (pp

. 591

-6/5

) T

he U

nite

d St

ates

Pla

ysa

Lar

ger

Part

in W

orld

Aff

airs

30. (

pp. 6

16-6

49)

Car

Ccu

ntry

Mee

ts T

hrea

tsT

o Fr

ee a

om a

nd U

orks

Fo3

. Wor

ld P

eace

31. (

pp. 6

50-6

76)

The

Uni

ted

Stat

es L

ookS

to I

ts N

eigh

bo:'1

in th

e A

rier

ltas

32. (

pp. 6

77-7

) A

mer

ican

s Fa

ce T

heC

halla

nge

of a

Mod

ern

Wor

ld

skills such as use introduction, subchapter and chapter ... · nr. w. wallace purdy - assistant...

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