Regional DifferencesNorth and South

8th GradeUnit: North and South

Lesson: Regional DifferencesAuthor: Matt Riegel

Table of Contents

• American Heritage• People in Societies• Geography• Economics• Government• Citizenship Rights and

Responsibilities

Objectives

• After completing this lesson students should:– Understand regional differences that would eventually lead

to conflict in the United States– Understand the link between industrialization and

urbanization in the North– Understand the international roots of the abolitionist

movement– Understand the economic factors of mass emigration to

the U.S.– Understand how government policies enabled the

continuation of slavery– Understand the development of trade unions in the U.S.– Understand the role of cotton in national and international

commerce

American Heritage

Southern Stagnationv.

Northern Innovation

• McCormick’s Reaper

Morse’s Telegraph

• An inventive spirit and revolutionary machines changed the North

• Increased manufacturing lead to increased urbanization

McCormick’s Reaper

Howe’s Sewing Machine

Internet Resource

• Visit the web site below:

Inventors Hall of Fame Cyrus Hall McCormick

http://www.invent.org/hall_of_fame/1_1_search.asp

History Activities

Through the Inventor Hall of Fame, research the 19th Century inventors listed below and write a two paragraph biography for each.

1. Samuel Morse2. Elias Howe3. Matthias Baldwin4. Cyrus McCormick 5. Norbert Rillieux

The South

• Wealthy planter aristocracy

• Resented economic growth of the North

• Depended on slave labor

People in Societies

William Lloyd Garrison

The economic situations of the North and South were diametrically opposed– Growing Northern moral objections to slavery

became a point of contention– The preservation of slavery had become the

priority of the white Southern aristocracy from as early as 1830, during the Nullification Crisis under Andrew Jackson

– Southern elites believed the institution of slavery to be a matter of state’s rights

People in Societies Activities “Freedom is not given. It is our right at birth. But

there are some moments when it must be taken”

1. Watch Amistad (1997)2. Discuss in class3. Research international slave trade4. Write a one page paper discussing the actions of major historical figures of the film 5. Present findings orally in class

Geography

• European immigration to the U.S. steadily increased during the antebellum period– Resulted from instability in Europe– Immigrants were seeking opportunities that did

not exist in Europe• Land• Employment• Freedom

Internet Resource

• Visit the link below:

http://library.thinkquest.org/20619/Irish.html

Geography Activities

1. Explore the immigration website2. Write short narrative (three paragraphs)

on why many people from Ireland immigrated to the United States.

3. Discuss in class how immigration affected the population of Ireland

4. On a blank map of the U.S., identify Irish points of entry

5. On the same map, identify areas where irish immigrants settled

Economics

• The growth of manufacturing drew immigrants to Northern cities– Cheap labor helped fuel industrialization– Competition for work led to conflict

between native-born and immigrants– An oversupply of labor forced wages

down– Undercut the bargaining power of early

trade unions

Internet Resource

Visit: Stereotyping the Irish immigrant in 19th century periodicals

http://www.victoriana.com/Irish/IrishPoliticalCartoons.htm

Economics Activities

1. Discuss in class why nativists resented the influx of immigrants

2. Write one paragraph discussing the positive effects of immigration on economy

3. Write one paragraph discussing how part of the argument against immigration was related to the struggle between skilled and unskilled laborers

4. Research the Know Nothing party 5. Write one half page essay on the similarities between

the 19th century immigration debate and the ongoing debate over immigration in the 21st century

Government

• In spite of influence of enlightenment in establishment of the United States, slavery not only persisted but grew as the young nation grew

• Northern states had abolished slavery early in the 19th century

• Southern states continued slavery citing need for agricultural labor and state’s rights

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

• Slaves• Free African-Americans (in most places)• Women• Native Americans• Recent immigrants

Citizenship Rights and Responsibilities Activities

• Open the following link: http://www.usconstitution.net/constquick.html

• Research each of the following amendments to the constitution and define its meaning, and who it was meant to benefit:1. 15th Amendment 2. 19th Amendment 3. 26th Amendment 4. Discuss each in class5. Take a quiz over the material