Transcript Matt Riegel - Wright State University

Regional Differences
North and South
8th Grade
Unit: North and South
Lesson: Regional Differences
Author: Matt Riegel
Table of Contents
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American Heritage
People in Societies
Geography
Economics
Government
Citizenship Rights and Responsibilities
Objectives
• After completing this lesson students should:
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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 Stagnation
v.
Northern Innovation
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McCormick’s Reaper
Morse’s Telegraph
McCormick’s Reaper
• An inventive spirit and revolutionary machines changed the
North
• Increased manufacturing lead to increased urbanization
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_sear
ch.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 Morse
2. Elias Howe
3. Matthias Baldwin
4. 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 class
3. Research international
slave trade
4. 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 website
2. 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/IrishPoliticalCartoo
ns.htm
Economics Activities
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Discuss in class why nativists resented the influx of immigrants
Write one paragraph discussing the positive effects of immigration on economy
Write one paragraph discussing how part of the argument against immigration
was related to the struggle between skilled and unskilled laborers
Research the Know Nothing party
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
Antebellum United States
1820
1860
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
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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 class
5. Take a quiz over the material