This Unit Guide, Fifth N a Series of Seven, Is Designed to Provide

DOCUMF N T RF S F ED 023 54E) RE 001 446 By -Fried, Manan; And Others Developmental 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 65 Note -79p. EDRS Price MF -$050 HC -$405 Descriptors -American History, Civil War (United States), *Content Reading, 0evelopmental Reading,Factual Reading, *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 provideeighth-grade social studies teachers with the material necessary for providingreading and study skills instruction while developing the facts, attitudes, and conceptsof social studies. Information about the Civil War is found in two texts, Wilder andLudlorn, 'Thisis America's Story," and Swartz and 0Connor, 'Exploring American History."The former is designed for use with average classes; the latter, with modified.Each chapter of materials contains exercises dealing with general vocabulary building,specific social studies vocabulary, terms dealing with people, places, andthings, and tests for these words. Other exercises deal with note taking, recall, and prereadingskills such as use oftheintroduction, subchapter and chapter headings, and pictures.Combined questions applicable to both textbooks are alsoprovided.(WB) &Milk

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UNIT,' 5:Chril War

S. DEPARTMENT OF HEALTH, EDUCATION& WELFARE OFFICE OF EDUCATION

IRIS DONMENT HAS BEM REPRODUCED EXACTLYAS RECEIVED FROM ERSON OR ORGANIZATION NC ORIGINATIrIG IT. POINTS OF STATED. 00 NOT NEtIVSARILV VIEW OR OPINIONS REPRESENT OFFICIAL OFFICE POSITION OR POLICY. OF EDUCATION

4f.74

aricfit visOP hiUhiiihi Sewanhaka CENTRAL HIGH SCHOOL DISTRICT NO. 2 NASSAU COUNTY, NEW YORK Dev

OC ghsep

UNIT 5:Civii War

MRS. MARIAN FRIED H. Frank Carey High School DONALD LAUX Elmont Memorial High School MISS SARA LEVY Floral Park Memorial High School MISS MARILYN MACCHIA Elmont Memorial High School ANTHONY MANZO H. Frank Carey High School. LEE MARCUS Alva T. Stanforth Junior High School

Sewanhaka CENTRAL HIGH SCHOOL DISTRICT NO. 2 NASSAU COUNTY, NEW YORK SUMMER 1965 Dr. James A. DeSonne, Assistant District Principal (Curriculum and Instruction) Robert M. Vincent, Director( Instructional Materia:s Center Dan Dramer, District Curriculum Supervisor for Reading and Language Arts John W. Nicoll, Principal of the District BOARD OF EDUCATION

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

Mrs. Anne M. Boeckmalln Mr. Walter H. Pohl Mr. Anthony C. Crea Mrs. Viola S. Southern Mrs, Dorothy Fishelsoa Mr. 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 School Mt. Francis X. Driscoll: Principal, Elmont Memorial HiGhSchool Mt. John H. Fuller, Principal, Floral Park Memorial HighSchool 111 Mr. Alton D. Lowe, Principal, Alva T. Stanforth Junior HidhSchool Dr. Jerome J. Niosi, Principal, New Hyde Park MemorialHigh School Mr. Howard W. Nordahl, Priucipal, Sewanhaka High School ACKOWLEDGMENTS

this guide extends to our newly-adoptedeighth-grade social studies

texts the district's well-known programof developmental reading in the

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

belief in the value of developmental readingfor secondary school pupils.

This volume represents the cooperative efforts of manypeople of

special talents whose contributions are acknowledgedwith appreciation. 1 Mrs. Marian Fried For their authorship of the guide in the summer of1965 Mr. Donald Laux

Miss Sara R. Levy

Miss Marilyn Macchia

Mr. Anthony Manzo

Mr. Lec Marcus

Mr. Dan Drainer For supervising and organizing

District Curriculum Supervisor, the project in its formative

Beading and Language Arts and developmental stages

tikr. Ira Wilder For suggestions on dividing

Social Studies Coordinator the content into study units and Hr. William Wrigg

Dr. James A. DeSonne For general supervision of

Assistant District Principal, the summer workshop

Curriculum and Instruction III

EP Mr. Robert Vincent For supervision of the

Director,' production of this guide

Instructional Materials Center

Mr. Edward Schneider For editing final copy and

for assisting in the super-

vision of the production of

this guide

Mrs. Madeline Hendrix For preparing bibliographical

material for the guide

Mrs. Ramona Bendin For creation of the cover

design and other art work

Miss Betty Lavin and tne 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, Exploring American History. A reading lesson has been prepared for each chapter in Exploring American History. To correspond with these, a similar unit has been prepared for This is America's Story. At the conclusion of This is America's Story you will find a review question that can be used for both texts,

!Alit Thames

Unit I Discovery and Exploration and European Colonies in the New World Unit II Colonial Struggle for Independence Unit IIIHaw Our Nation Is Governed Unit IVGrowth of the New Nation and the Westward EXpansion Unit V Civil War and Sectionalism Unit VIRise of Industry and, Agriculture Unit VIIU.S. Becomes a World Leader

Each of these seven units embraces several chapters of each of our two texts. 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 they mill encounter. 2. Secondary school pupils need continuing and sequential davelopemental reading instruction. 3. The subject area teacher is the one best qualified to implement reading and study skills in the various content areas.

The purpose of this volume is to provide eighth-grade social studies teachers 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 thepages in this volume are addressed directly to the mil (except, of course, for these few prefatory remarks), and allcan be n?equisitioned in any quantity desired. ORDERING MATERIALS: Material should bere uistioned through zaLr rho in turn will order it from the I.M.C. Order all the materialor an entire cha ter at one time. Allo ivory. ,VORMAT,. This material follows a consistent format. It is arranged by topics, and within each topec, it is arranged

(continued) according to the two texts: materials relating to the Wilder book for average classes, and the Schwartz-O'Connor book for modified classes. The chapters from Wilder will appear first and the chapter from Schwartz-O'Connor in the second half of each book. Combined questions applicable to both books are placed at the end of Wilder. TABLE OF CONTENTS TIM CIVM WAR Unit V TheThis19.Chapters: North (pp.373-392) and. the South is Americass Story - Wider UnitChaptersSchwartzExploring(pp.24O-297) V American History 0' Connor1-11 TheandSouth20-Come North Are toFight BlowsReunited and a theWar (111)- 393-423 ) toCoversLIFEHOW the LEADNewDID the DIFFERENCES South.TO period CIVIL from WAR? IN OURKing WAY Cotton OF WILDERUNIT V. CHAPTER 15: COTTON BECOMES KING IN THE SOUTH

WORDS TO LEARN

Vocabulary Social Studies Words People Places Events etc. p.294 typical field hands overseer p.295 bale Mobile, Alabama; wharf New Orleans, Louisiana spacious ancestors supervise p.296 blacksmiths descendants Appalachian Mts. chinked crude p.297 p.298 apt tariff foreign

p.300 Ornamental ironworks Ni sl sippi bayous

p.301 criticize freedmen Mason and Dixon Line vigorously abolitionist John C. Calhoun resent

p. 302 compete sectionalism yied industrialized

p.290 plantations cotton gin Eli Whitney, indigo Carolina bolls mechanical

p,292 fertilizer av....sen/ Old South

p.293 stuked Cotton is King, underbrush Georgia, girdling Cotton Kingdom outranked

558 Unit V p. 290-303 W WILDER UNIT VCHAPTER 15: COTTON BECOMES KING IN THE SOUTH p.289-303

WORDS USED IN CONTEXT

1. The overseer was responsible to the master for themanagement of the plan:ENT:GM the South. Some overseers treated the fieldhands harshly.

2. The tariff placed on goods cominginto our country protected home industries by making imported goods moreexpensive. The South felt this tariff benefited the Northeastern states.

3. The newcomers to the South stakedtheir claims to lands by clearing the underbrush and by putting upidentifying markers.

4 Varying geographical features are tato producedifferent social, political and economic conditions. Each representative is alto think in terms of bettering his own Section.

5. The factory system which industrialized the North made slavery uneconomical and unpopular.The South, on the otherhand, was agricultural and had few factories, and so was notsympathetic with the industrialized North.

6. The Mason-Dixon Line running between Maryland andVirginia vas the dividing 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 far their materials. TH 8. The government endeavors to protect the inventor andhis invention by giving him a patelt. This patent prohibits others from using the inventor's ideas.w1thout written pernission.

9. The abolitionists would not compromise on theissue of slavery.The aboirmaisnri; 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 theMississippi River.

SS8 Unit V p. 2 290-303 W WILDERUNIT VCHAPTER 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 can assume that the chapter deals with:

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

b. The livelihood of the mountain whites was basedon slavery Ut 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 of the deep South LIE

f. Cotton is the most important Southern Crop

Mark each answer choice above Det if too detailed Spec if too specific Genl if too general Irrel if it's irrelevant False if .not correct Best if it's the best answer.

711 '116 A quick pre-reading of the chapter introduction, the sub chapter and chapter check-ups, and the pictures, maps, charts and graphs, reveals that 0 this chapter did not deal with:

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. 3 290-303W p. 290 WILDER, UNIT V, CHAPTER 15: COTTON BECOMES KING IN THE SOUTH

QUESTIONS ON THE CHAPTER

From Your Reading-- Categorize the following terms.

Abolitionist overseer nationalism plantations industrialization sectionalism slavery free trade protective tariff social classes

411 /NW

Northern Interests Southern Interests

=11.11.111.11111

(

290-303W SS8 Unit V p. 4 WILDERUNIT VCHAPTER 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 in colume two that best shows it's effect. column one column two 1. Eli Whitney invents the a. South refuses to pay for cotton gin. internal improvements

2. Abolitionist leader takes b. erosion of soil makes law into his own hands. plantation owners seek new lands 3. the factory system develops c. John Brown's Raid in the North.

4. plantations use rivers to d. price of a slave increased ship on their goods

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

6. south dependant on one f. "Cotton is King" money crop

7. slavery becomes main issue g. the North frees her slaves of Western expansion

vz,

SS8 Unit V p. 5 290-303 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 a. a tax on imported goods

2. patent b. a person who wished to do away with slavery 3. tariff c. the wearing or washing away of the soil 4. abolitionist d. one who supervises slaves

5 plantation e. a large farm or estate

6. cotton kingdom f. newly.settled lands of the south

7. erosion g. an official document granting a right or privilege; an official docu- 8. freedmen ment giving sole rights to the inventor or 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 an to take care of the farm.

The believed slavery must be eliminated.

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

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

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

SS8 Unit Vp. 6 290-303 W WILDERUNIT V CHAPTER 15: COTTON IS KING IN THE SOUTH p.289

416 WORD BUILDING

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

prefix-meaning root-meaning suffix-meaning

1. re--again construct--build ion - -act of

2. a--on mend--repair ment--state of

3. se--apart ced--move

4. in--not par--part ableable to be

5. ex--from tens--stretch con- -act of

6. iminto port--carry

7. ex--from portcarry

8. pro--for tect--cover ive--tending to

9. geo--earth graph--picture ic--pertaining to 10.decten ademake

5. 10.

SS8 Unit V, p. 7 290-303 W. JL, WILDER, UNIT V, CHAPTER 19: THE NORTH AND THE SOUTHCOME TO BLOWS

WORDS TO LEARN

Vocabulary_ Social Studies Words People,Places, Eventssetc.

p.373 tragic South Carolina

Tr' p.374 arguments previous accusomed

p.375 request Missouri quarrel Compromise continuation aroused terror

p.376 threat states' rights John C.Calhoun, quantities Robert Hague, prosperity Daniel Webster loyal peaceably definite authority cr-VA foremost oppression unjust eloquently argued galleries adopting maf)estic dramatic

p.377 sectionalism Henry Clay

p.378 stirring provist plea David Wilmot fragments abolitionist dissevered discordant belligerent feuds drenaled fraternal feeble ensign trophies luster polluted obscured (continued)

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 PlacesEvents etc.

p.378 (con't) interrogatory delusion folly sentiment immense beforehand

p.379 Kansas-Nebraska Act

p.380 furthermore percentage Great Compromiser outnumbered interfere outrage perplexing careers orator statesman skillful champion

p.381 determined Stephen A.Douglas, opposed Compromise 1850 Illinois, William H.Seward, Alexander Stephenso Jefferson Davis, District of Columbia

p.382 debates compromise Uncle Tom's Cabin, frequent abolitionists Harriet Beecher Stowe, wrung antislavery Underground Railroad, influenced conductors Fugitive Slave Law fugitive "station," sheltered inflamed increasingly p.383 1854 Kansas-Nebraska Act,. Kansas Territory, Nebraska Territory, Missouri Compromise, John Brown p.384 violence 1854 Republican Party, proslavery (anti) John C. Fremont, James Buchanan) defeat 1857 bred Scott Case downhearted

SS8 Unit V p....1_373-392 W WILDER, UNIT V, CHAPTER 19: THE NORTH AND THE SOUTH COME TO BLOWS p. 373

WORDS TO LEARN

Vocabulary Social Studies Words People,Places,Events, Etc. p.385 solemnly unconstitutional Supreme Court of theUnited clad debate States, Dred Scott, violates in spite of 1858 Lincoln-DouglasDebates, compel ullarlatreigntyo t senator decision astounded especially contrast awkward confident p.386 limit issues 1859 Raid on Harper's Ferry conflict treason *OM= endure permanently armory roundhouse seizing dread p.387 fateful political parties Abraham Lincoln, Southern tense states' rights Democrats, John C. Breck- climax candidate inridge Constitutional ballot tariff Union Party, John Bell remarkable politics amid abolitionist flickering physical characteristics handicaps ability qualities p.388 exist court sessions Cooper Union seek curiosity countrified crude lanky scholarly dignified convincing audience thunder of applause withdraw accent

S$8 Unit Vp. 10 373-392 W WILDER UNIT VCHAPTER 19: THEITRTH AND THE.S.pUTH COME TO BLOWS

people,PlaceslEvents,etc. Vocabulary Soc;a1 Studiesmw*eWee* Words OW Yee

p.390 levied tariffs Condederacy, Kentucky, graduate plantation Indiana energy oath of office dissatisfied solemn oath momentous assail

p.391 chords reinforcements Charleston, S. Carolina; hearth stove Fort Sumter chorus preserve

WORDS IN CONTEXT

1. The slavery question arousedbitter feelings betweer the North and South. Uncle Tom's Cabin-aroused the abolitionists toviolence.

rights 2. One hundred years after theCivil War the question of states' vs. National supremacyis still being debated.

3. Daniel Webster's speech givinghis ideas of national supremacy were eloquently presented in Congress.The late Adlai Stevenson alsohad the great gift of speakingwith poise, assurance, and dignity,in an eloquent manner.

4. The feuds between the North andthe South over slavery eventually divided not only the country butfamily ties. It was not unusual for brothers to feud over theproblem and take opposite sides ofthe question.

5. Pro-slavery and anti-slavery forcescontributed to the bloodshed and violence of "bleeding"Kansas. The pro-slavery groupmoving up from the South coming in contact with theanti-slavery group of the North created havoc in this border state.

6. Stephen Douglas, in his bid for publicoffice advocated "Popular Sov- ereignty". This theory of popular sovereigntywould destroy the existing compromises that contained slavery below36° 30' line.

7. The conflict between the sections continuedfor four long years. His- toriano are still debating the issues of thisconflict.

8. The South could not endure thecontinuous drain on her resources and manpower. The Nortrafrbreater resources and manpowercould endure thisprolonged struggle.

S58 Unit V p. 11 373-392 W COME TO BLOWS WILDER, UNIT V, CHAPTER 19:..THE NORTH AND THE SOUTH

WORDS IN CONTEXT

South fired on Fort The intense hatred reachedits climax when the 9. appeasement Sumter. The culmination of all the yearsof compromise and ended with this climactic event. Mexican Territory to enter 10. The Wilmot Provisoprovided for all of the enacted because the Union as freeterritory. This Emisa was never of the opposition of theSouthern forces.

QUESTIONS ON THE CHAPTER

the sub-chapter and A quick pre-reading of thechapter introduction, chapter check-ups, and thepictures, maps, chartsand graphs, reveals that this chapter did potdeal with:

a. The Missouri Compromise

b. Calhoun's theory of states'rights

c. Webster's ideas onnationalism

d. Compromise of 1850 Railroad e. Harriet Tubman establishesthe Underground

f. Violence breaks out in Xansas

373-392 W SS 8 Unit V p. 12 WILDER UNIT V. CHAPTER 19: THE NORTH AND THE SOUTH COME TO BLOWS

From your Reading (Skill Interpretations)

sectionalism protective tariff union geographic conflict Dred Scott secede abolitionist popular sovereignty slavery free trade debate industrial national supremacy nullification climax extremists federal

Fill in the blanks from the above list.

1. like John Brown, who led theraid on Harper's Ferry, caused a great deal ofbitterness.

2. The disagreement between the Northand the South reached its when Fort Sumter was fired upon.

3. The southern states felt theyhad the right of if they did not agree% with a lawmade by the government.

4. The Kansas-Nebraska Act advocated , which gave the people the choice of having or nothaving slavery in the territories.

with in America. 5. The believed slavery must be done away

The north wished a high to help European goods from competingagainst northern manufacturing.

7. developed because of different needsof the colonists, often due to their location.

8. The isue' was one of the reasonsthe South desired to from the Union.

9. The between the North and South finallyresulted in the Clvil War.

taken into free territory I1; 10. A slave, sued for Ills freedom. Judge Tan y, .7.n a famous decision,called the decision, shocked the world with his surprising ruling.

W SS 8 Unit V p. 13 373-392 WILDER, UNIT V, CHAPTER 19: THE NORTH.AND THE SOUTH COME TO BLOWS

QUESTIONS ON THE CHAPTER

Reading for Cause and Effect

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

1. Maine and Missouri apply a. Kansas-Nebraska Act for statehood.

2. United States receives the b. new fugitive slavelaw Mexican Cession passed

3. California applies for c. Jefferson Davis elected statehood president at Richmond

41 Underground Railroad d. John Brown hanged helps slaves escape

5. Stephen A. Douglas advoc- e. Abraham Lincoln elected ates popular sovereignty president

6. South secedes from the f. Compromise of 1850 union

7. Abolitionists seize the g. Wilmot Proviso proposed federal arsenal at Harpers Ferry

8. Democratic Party splits h. the Missouri Compromise of 1820

SS 8 Unit V p. 14 373-392W WILDER, UNIT V, CHAPTER 19: THE NORTH AND THE SOUTH com TO BLOWS =00QUESTIONS ON THE CHAPTER Skill: Interpretation

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

1. Thomas Jefferson and the Declaration of Independence, 1776 II

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

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

VOCABULARY TESTS

Place the letter In thedefinition in Column II it fror÷ of the word it defines in Column I. column I Column II 1. compromise a. set aside

fugitive b. loose organization of states under one govern- abolitionist ment

4. free states c. having people of more than one race 5. sovereign d. a run-away 6. integrated e. give and take 7. nullify f. anti-slavery 8. confederation ./IMPOIIIII/41/408VIIPM10 h. supreme authority

g. one who forbids slavery

Write words from Column I in spaces below.

The of the states caused the South to demand 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 Solid South. They seceded and formed a The South believed in their right'to a law which would eventually their soClety.

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 wordchoices below each sentence, choose the word or phrase which means the same as the underlined word or phrase in the sentence. 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 nation or 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 and the North (c) states that seceded.

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

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

6. Until the Civil War suffrage had been deniedto 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 integrateSouthern schools.

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

9. Lincoln and Douglas helda debalp to bring their differences before the public.

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

SS 8 Unit V p...221 373-392 W WILDER UNIT VCHAPTER 19: THE NORTH AND THE SOUTH COME TO BLOWS

THE GETTYSBURG ADDRESS

November 19, 1863

FOur score and seven years ago It is for us the living, rather, to our fathers brought forth on this be dedicated here to the unfinished continent, a new nation, conceived work which they who fought here in Liberty, and dedicated to the have thus far so nobly advanced. propostion that all men are createdIt is rather for us to be here equal. dedicated to the great task remain- ing before us--that from these Now we are engaged in a great honored dead we take increased de- civil war, testing whether that votion!to thAt daUse for which they nation or any nation so conceived gave the last full measure of devotion and so dedicated, can long endure. --that we here highly resolved that We are met on a great battle-field these dead shall not have died in of that war. We have come to vain--that this nation, under God, dedicate a portion of that field, shall have a new birth of freedom-- as a final resting place for those and that government of the people, who here gave their lives that by the people, for the people, shall that nation might live. It is not perish from the earth. altogether fitting and proper that we should do this.

But, in a larger sense, we can not dedicate--we can not conse- crate--we can not hallow--this ground. The brave men, living and dead, who struggled here, have ii consecrated it, far above our poor power to add or detract. The world will little note, nor long remember what we say here, but it can never forget what they did here. WILDER, UNIT V, CHAPTER 19: THE NORTH AND THE SOUTH COME TO BLOWS

BY THE PRESIDENT OF THE UNITED

STATES OF AMERICA:

A Proclamation

Whereas on the 22d day of Septem- Now, therefore, I, Abraham Lincoln, ber, A. D. 1862, a proclamation was President of the United States, by issued by the President of the virtue of the power in me vested as United States, containing, among Commander-in-Chief of the Army and other things, the following, to wit: Navy of the United States in time of actual armed rebellion against the 'That on the 1st day of January, authority and government of the A.D. 1863, all persons held as slaves United States, and as a fit and within any State or designated area necessary war measure for suppressing of a State the people whereof shall said rebellion, do, on this 1st day then be in rebellion against the of January, A.D. 1863,and in accord- United States shall be then, thence- ance with my purpose so to do, public- forward, a forever free; and the ly proclaimed for the full period of executive government of the United one hundred days from thefirst day States, including the military and above mentionedorder and designate naval authority thereof, will re- as the States and parts of States cognize and maintain the freedom of wherein the people thereof, respec- such persons and will do no act or tively, are this day in rebellion acts to repress such persons, or any against the United States the of them, in any efforts they may following, to wit: make for their actual freedom. Arkansas, Texas, Louisiana "That the executive will on the (except the parishes of St. Bernard, tr.1 1st day of January aforesaid, by Plaquemines, Jefferson, St. John, proclamation, designate the.states St. Charles, St. James, Ascension, and parts of States, if any, in which Assumption, Terrebonne, Lafourche, the people thereoforespectively, St. Mary, St Martin, and Orleans, shall then be in rebellion against including the city of New Orleans), the United States; and the fact Mississippi, Alabama, Florida, Geor- that any State or the people thereof gia, South Carolina, North Carolina, shall on that day be in good faith and Virginia (except the forty-eight represented in the Congress of the counties designated as West Virginia, United States by members chosen and also the counties of Berkeley, thereto at elections wherein a Accomac, Northhampton, Elizabeth majority of the qualified voters.of City, York, Princess Anne, and Norfolk such States shall have participated including the cities of Norfolk and r shall, in the absence of strong Portsmouth), and which excepted parts countervailing testimony, be deemed are for the present left precisely conclusive evidence that such State as if this proclamation were not and the people thereof are,not then issued. in rebellion against the United ue.:=14 States."

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

And by virtue of the power and for the purpose aforesaid, I do order and declare that all persons held as slaves within said designated States and parts of the States are, and henceforward shall be, free; and that the Executive Gov- ernment of the United States, including the military and naval authorities thereof, will recognize and maintain the freedom of said persons.

And I hereby enjoin upon the people so declared to be free to abstain from all violence, unless in necessary self-defense; and I recommend to them that, in all cases when allowed, they labor faithfully for reasonable wages.

And I further declare and make known that such persons of suitable condition will be received into the armed service of the United States to garrison forts, positions, stations, and other places, and to man vessels of all sorts in said service.

And upon this act, sincerely believed to be an act of justice, warranted by the Constitution upon military necessity, I invoke the considerate judgment of man- kind and the gracious favor of Almighty 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 secedes Fort Sumter border states p.395 forefathers resources p.396 Rdbert E LeePotomac River p.398 strategy Washington, D.C.; Manassas blockade Junction; Bull Run, Richmnnd, V. p.400 modest admiral unconditional surrender David Farragut; Ulysses S. Grant; Shiloh, Tenn.; Miss- issippi River; Fort Henry, Tenn.; Fort Donelson Tenn. p.401 unvexed siege Vicksburg) Miss.; blockade runners Port Hudson, La. p.402 ironclad "Monitor";"Merrimac". Hampton Roads, Va.; John Ericsson p.403 George B. Mc Clellan; James Peninsula; Antietam Creek Md.; Fredricksburg,-Va.; Chancellorsville, Va,; Seven Days' Bp.ttle; Stonewall Jackson p.404 ridge documents Gettysburg, Pa.

Words...and sibrank, 'neededfor the :',Getpisbuys Address_Li.294.ude: fourscore; our fathers; conceived;dedicated; propositi6n; eridure; cona-crate; hallow; devotion; died in vain;government of the people, by the people, and for the people: perish - er.ormolairrh.Malerreh~1110.do p.406 desolate William V. Sherman; Chatt- anooga, Tenn; Atlanta, Ga.;

Savannah,M.0.10WRIMUI Ga.

p.407 valiant Wilderness, LqappIqpitS2Trt House

p.408 mourned

p.409 brooded, paramount

55 8 Unit V p. 21_ 393-421 W WILDERUNIT V CHAPTER 20: THE NORTH AND THE SOUTH FIGHT A WAR AND ARE RE NITED

WORDS TO LEARN

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

p.410 assassination Emancipation Proclamation, Thirteenth Amendment, Ford's Theater, John Wilkes Booth

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

p.411 tyrants Jefferson Davis

p.412 scanty reconstruction Freedmen's Bureau, thread bare Andrew Johnson

p.413 campaaggem Fourteenth Amendment, sc a law a gs Fifteenth Amendment, Reconstruction Act 4111111.0~

p.414 spittoons legislatures Ku Klux Klan overwhelmingly "Solid South"

IIp.415 tenant farmers harecroppers natural resources

p.416 Birmingham, Ala.

WORDS USED IN CONTEXT

The border states had trouble deciding whether they wantedto join their northern or southern neighbors. Some of the borderAtatese allowed slave holding.

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

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

The si9m.of Ft. Sumter lasted until the northern soldiers whowere there surrendered. During the siege, the defenders of Ft. Sumter had no way of obtaining food in the midst of the Condederate gunfire.

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

SS 8 Unit V p.22 393-421W SOUTH FIGHT A WAR ANDARE REUNITED WILDER UNIT VCHAPTER 20: THE NORTH AND

WORDS USED INCONTEXT

South would bebased on Lincoln hoped that thereconstruction of the Period became aterrible time friendship. Instead, the Reconstruction for the South. suitcases Carpetbaggers from up Norththrew theirbelongings into after the war. The southerners and headed south totake over the government hated the retbaggers. who guarded theS. aftev Scalawags welcomed thenorthern soldiers more thanthey hated the war. Former Confederateshated the scalawags even the carpetbaggers. became tenant farmers (or share- Many poor whitesand freed slaves their own land, butworked as tenants croppers). Sharscamper.....1 did not owl: with a share ofthe crops theyraised. on anothermanis land,paying the owner

CC:2

SS 8 Unit V p. 23 393-421 W FIGHT A WAR AND AREREUNITED WILDER UNIT VCHAPTER 20: THE NORTH 6 SOUTH

QUESTIONS ON THECHAPTER Lroaxmasrenz.(Skill: SQ3R) Northang..Iht.224LIj42LULnx..jmmi I. From the title ofChapter 20, The Are Reunited, we canassume that thechapter deals wIth:

a. The causes of theCivil War 140.4.01101ra

b. The Civil War

c. The encLof theCivil War

d.. The Civil War andits peace

e. The horror of theCivil War and all wars. f. The uselessnessof the Civil War

Mark each answerchoice above:

Det -if too detailed

-if too specific

gen1 -if too general

Irrel - if it'sirrelevant

False - if notcorrect (all orpart)

Best -if itts the best answer

chapter introduction,the sub-chapter II. A quickopre-reading of the pictures, maps, chartsand graphs, re- and chaptercheck-ups, and the veals that thischapter did potdeal with: disadvantages of eachside. a. The advantages and b. The fighting. South during the war years. c. The lives of peoplein the North and if the Confederacy won. d. The South's plansfor the North e. Lincoln's plan for theSouth. the Civil War, f. What happened inthe South after

From Your Reading:(Skill: Interpretation) 1861-65 is knownby the North and theSouth between The war between might use, an Mark an "N" for a namethat a northerner many names. which might beused "S" for a southern name,and a "B" for a name by either side, orboth sides:

The Civil War . ******* . . . The War forSouthern Independence . . The War to Freethe Slaves ***** 0 10 4 0 The Brothers' War 4, . , 0 0 S The War Betweenthe States . . 0 393-417 W UnitV p., ph SS8 1

WILDER UNIT VCHAPTER 20: THE NORTH AND SOUTH FIGHT A WAR AND AREREUNITED

READING FOR CAUSE AND EFFECT

In the sentence "I lost my carfare, so Ihad to walk home,"we have a cause-and-effectrelationship. Two ideas are combined: 1) I lost my carfare; 2) I had to warc home. The first idea (losing themoney) was the cause of having to walk home (theeffect).

Union 1. The South needed to A. He is given command of all sell her cotton for armies. manufactured goods from England.

and 2. The Emancipation B. Sherman left behind him a black Proclamation freed desolate strip of country sixtymiles most slaves. wide.

3. Grant cut the C. The North blockaded southern ports. Confederacy in two at Vicksburg.

4. Many Southerners D. At Bull Run, the Condederates almost still haven't for- captured Washington. given him.

5. They became share- E. English sympathy went toward the croppers, humane (kind) side.

The Solid South F. Jefferson Davis said, "Mxt to the defeat of the Confederacy, the heav- iest blow that fell upon the South was the assassination ofLincoln."

Wooden warship G. Freedmen could furnish nothing but became a thing of their labor toward starting a farm. the past. H. Most of the congressmen who favored The North realized harsh treatment of the South were they must raise Republicans. large armies and prepare for a long war. I. Neither the Monitor nor the Merrimac was able to injure theother.

SS8 Unit V p. L'3 89 4 7W 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 uhich es.olifs-h-----dvantage for eit er.side.

NORTH SOUTH

Population 4 i

! *ober of factories i

i Railroads

Ships

i Organization of Government

1 Superior Equipment

Fighting on Home Ground :

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

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

Column I Column II

1. Gettysburg a. Northerners who went south after the 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 Orleans 6. 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. Southern general killed at Chancell- orsville k. Man who shot Lincbln.

269-293 S SS8 Unit V p. 26 393-417 W WILDER, UNIT V, CHAPTER TWENTY: THE NORTH AND SOUTHFIGHT A WAR AND ARE

REUNITED . beginning; Struggle; End; SCHWARTZUNIT VCHAPTERS SEVENELEVEN (Civil War: Reconstruction; New South). VOCABULARY TESTS

Write the letter of the meanings of the wordsin Column II in the spacein frcnt of the words in Column I. Y,,iMOMMVIEWMPPW,IONOOM1~~1 Column I Column II

1. strategy a. a murder for 2. scalawags b. plan of battle; plans winning a war. 3. unconditional c. without any bargaining or promises 4. blockade d. using a line of ships to control what goes into or out of a place S. emancipation e. liberation from slavery f. northerners who saw the 6. ironclads South after the Civil War g. southern whites who cooper- 7. sharecroppers ated with the North h. poor negroes orwhite men 8. assassination using another person's land in return for part of what they raise i. armored navel vessels

Write the words form Column I in the spacesbelow:

The northern was to divide the Southin two. It also included a plan to southern ports so no cotton could get to England. TheSouttriMITIETTTOilmac" to sink the northern ships stationed along the coast. The "Monitor' fought the "Merrimac"in the first fight between two Lincoln signed the Proclamation which freed the slaves. INIMINIPMlers.1.011111110

Grant insisted on surrender.

After Lincoln's by toothmany people took advantage of the South. The carpetbacgers and the took over control of the southern states. Many Negroeswho were too poor to own farms oftheir own became , giving part of their crops to white men who owned theland.

393-421 W 269-293 S P Unit V p... 27 WILDER, UNIT V, CHAPTER 20: Tf!E NORTHAND.SOUTH,FIGHT A WAR AND ARE REUNITED

Word-Stick Puzzle

Directions: Complete the following word-stick puzzle.

28 SS 8 Unit V p. WILDERUNIT V CHAPTER 20: THE NORTH AND SOUTH FIGHT A WAR AND ARE REUNITED

Crossword Puzzle: Definitions

Across

1. Rebuilding

2. Southern whites who placed Negroes in political position ii 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

Down WO 1We 4111O

8. A Northerner who went south to exploit the south

9. To try a person for misconduct against the government c7r 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 SCHWARTZ-O'CONNOR CHAPTER 1:OLD KING COTTON

WORDS TO LEARN

Had Eli Whitney not been successful with his invention of the cotton gin, it is possible that slavery would have disappeared from the United States without a war. Slavery was not economically profitable to the North- 3 ern manufacturer because housing and living was more costly and the Negro was not educated to work in factories. In the South, until the machine was invented, there was no need for this surplus labor.

.1 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 stole his idea and he did not benefit financially from his patent. 1

. ,, NOTES ON THE READING

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

1. What were the chief crops of the South in 1790? 1;1

2. How did Eli Whitney make cotton the leading crop?

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

3. a. What was the benefit of using(a.) t water power instead of hand power? b. Why did Whitney not make money on his invention? (b.)

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

b. What was the result on the tSY land? FTWOMMIMONIMPIIMMIIM11.11 c. What effect did this have on TM the plantatinn owner?

5. Why did the price of slaves rise 01140311.1~1103.311101.3.3moroMenurso....31. in the years 1798-1860?

11.33.01113311611113331.111303310.3*.

6. Why didn't the South build her own factories?

SS 8 Unit V p. 30 240-241 SCHWARTZ-O'CONNOR, UNIT V, CHAPTER 1: 'OLD KING COTTON

VOCABULARY TESTS

In the blank appearing before the word meanings in Column IIwrite the letter which appears before the words.in Column I.

Column I Column II raormilimmolliPialowasa a. indigo 1. machine to separate cotton fiber from seed b. fibers 2. large bundles of merchandise c. cotton gin wrapped for shipping or storage d. lint 3. main crop of the South e. bales 4. plant from which blue dye is obtained f. King Cotton S. substance made of threads .011111110110.1010111110 g. erosion 6. tiny bits of thread h. average 7. buildings where manufacturing i. property is done

j. mills 8. thing owned

9. ordinary amount or rate

10. wearing away of earth's surface

ORGANIZATION SEQUENCE

1. Map # 21The 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 from Virginia to Mississippi?

SS 8 Unit V p 240-241 SCHWARTZ-O'CONNOR, UNIT V, CHAPTER I: OLD KINGCOTTON

Map #21p. 243

awn. 141.11.1 /141I

OW.

400.1 ,4

tdar.

)

..,. . ..-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 theWA feudal gstem which existed during the middle ages. There are many comparisons uu that can be drawn between them. Both were agricultural eo0nOtnie5,growing everything they needed to feed their people. They were boin baad on slave laborsince it was very inexpensive to feed a slave or a serf. The slave and the serf were both considered the personal propertyof 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 asthey lived.

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

The plantation and the manor were completely self-sufficientin providing for their own needs. UCJ

NOTES ON THE READING

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

1. In 1860 how many Southern families owned as many asfifty or more slaves?

2. Describe a typical pre-Civil War plantation.

101/11100.161.00.001111.111,

LIU

4.001

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

00011.1.110.=0*

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

55 8 Unit V p, 245-6SO 7. SCHWARTZ-O'CONNOR, UNIT Vi CHAPTER 2:PLANTERS, FARMERS, AND SLAVES

5. What was the job of a plantationoverseer?

C.3

plantation. 6. Explain the division of labor amongthe slaves on a .T.a......

7. Name the five most importantcotton shipping ports.

a. b.

e. that 8. How did the life of the smallfarmer in the South differ from of the plantation owner?

voirmolow

245-6 SC SS 8 Unit V p. 31+ SLAVES SCHWARTZ-O'CONNOR, UNIT V,CHAPTER 2: PLANTERS, FARMERS, AND

VOCABULARY TESTS

column II writethe letter In the blankappearing before the wordmeaning wnlcn appears beforet ewordrETIMMEM7I. ColumnII Column ftlimwm. 10"11111011110ma

1. religious songs a. overseer person incharge of slaves tenant farmer 2. b. on aplantation

c. plantation system 3. living chiefly byfarming

d. division of labor the 4. a manleasing or renting land he works e. spirituals

5. use of slavelabor; an almost f agricultural self-sufficient unit

g. slave quarters 6. assigning special workto each group h. bales r17 plantation 7. a poorback area of a ij the Negro house- set aside for , holds. bound 8. a largebundle wrapped or for shipping orstorage

ORGANIZATION (Sequence) True o.:1 False: words these statements aretrue or false. The underlined Tell uhether is false, whatwords make the statementtrue or false.If the statement make it true?Rewrite each falsestate- would you placein the statement to ment. illiterate. 1. Allslavea were completely started at sunriseand ended at sunset. 2. A slave'sworking day usually children were not used asfield hands. 3. The negro women and

4. The slave wasconsidered personal property. anti-slavery. 5. The small farmersof the South were closely resembled the manorsystem of feudaldays, The p.....ait...on.lanmtem

35 245-6 SO SS 8 Unit Vp. 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 of European naftEliTIM7Wenirtaws and re.gtactigns on inventions as well as inventors. Samuel Slater, dressed as a poor farmer, left England with the plans of a spinning machine and power loom completely memorized. The first factoriese set up in New England, because its many streams offered good power as well as transportation. The factory system in the United States developed rapidly durnng the period of the War of 1812 because the nation was forced to depend on itself for manufactured products.

When the war ended and the factory system was well pstaklish0 in the 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 land was cheap and where they would not be dominated by the "captainsof industry".

NOTES ON THE READING AIM: To Learn How the Industrial Revolution Changed the Northeast into a Section of Trade and Manufacturing.

A 1. 1. A. Name the 3 inventors of the *141.00.0.11..1110 late 1700's who were responsible for transferring home industry into a factory. B. Identify each with his invent- B 1. ion; state the results of each. 2 3,

2. What changes in home life were brought about by the Industrial Revolution?

3. A. What part did Samuel Slater A have in advancing manufacturing in America?

1 B. What restrictions did England 01111004.1000.0110100Woorlo have?

4. Why did the factory system begin in the Northeast?

5. Where were the factories loc- ated?

558 Unit V p. 36 249-250 SO SCHWARTZ-O'CONNOR UNIT VCHAPTER 3: FACTORIES GROW IN THENORTEAST

A Eng- -. Why did the people of New 61011111111040. land turn from the farmto the factory?

7. What changes were broughtto the Northeast as a resultof the Industrial Revolution? .1,.

8, A Who worked in thefactories? A

What salaries did they receive?

9. Who were the "Captains of Industry"?

S&O SS 8 Unit V p.....a..... 249-250 SCHWARTZ-O'CONNOR UNIT VCHAPTER 3: FACINRIES GROW IN THE NORTHEAST

VOCABULARY TESTS

In the blank appearing before the wordmeanings in Column II write the letter which appears before the wordsin Column I. =1~....1.....0.1~WOMMON11.4.00..1...... 11.11=41.

Column I Column II

a. spinning jenny 1. the era when newly-invented machines began replacing hand b. loom labor. 2. business leaders C. Industrial Revolution 3. making of goods either by hand d. vast or machine 4. a machine usedfor making of e. captains of industry woolen or cotton yarn 5. building where things are f. manufacture manufactured 6. immense; tremendous g. factory 7. machine used for weaving thread into fabric or material

L21

SS 8 Unit V p. 38 249-250 S&O SCHWARTZ-O'CONNORUNIT V CHAPTER 3: FACTORIES GROW IN THE NORTHEAST

ORGANIZATION DIRECTIONS: Read each statement and the fourchoices which follow it. Identify the correct choice by placingits letter on the linebefore the number of the statement. material is called: 1. A machine used for weavingthreads into fabric or

a.atomic power c.loom b. gristmill d. thresher

2. The making of goods byeither hand or machine is: a. homespun c. piecework b. manufacturing d. mass production

3. An official permit granting aright or privilege is called a: a. patent c. manifesto b. trust d. proviso

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

a. cotton gin c. cottonpicker b. converter d. spinning-jenny

5. Business leaders are called: a. champions c. ship captains b. labor leaders d. captains of industry

6. The hiring of children under fourteen yearsof age to work long hours in factoriesis called: a. juveniledelinquency c. child care b. child labor d. slavery

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

a. IndustrialRevolution c. FrenchRevolution Ii b. American Revolution d. reudalism

S60 SS8 Unit V p. 39 249-250 SCHWARTZ-O'CONNOR, UNIT V CHAPTER 4: A TARIFF DIVIDES A NATION

WORDS TO LEARN

Years before the first gun wasfired 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 notconsider the benefit to the entirenation; they put their sectional interestabove all others. It was as if an invis- ible wall had bgen1W.t around thethree geographical areas. Each of these sections brought forth statesmen whospoke for them and presentedtheir beliefs. These men were honest in theiropinions and undoubtedly sincere in their beliefs, but too many of themweilgIIMITed 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 bycompromising. The President of the United States was Andrew Jackson. When he took the oath ofoffice he had vowed to protect and defend theentire nation. Andrew Jackson was not going to sit idly by and watch SouthCarolina dissolve her ties with the Union. Presdient Jackson threatened that armedforce would be used if necessary to keep thenation 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 kepttogether.

NOTES ON THE READING

AIM: TO Learn How the Northand South Differed over the Question ofthe Tariff.

1. Why did the War of 1812compel the United States to become amanufact- uring nation?

2. How would a "protectivetariff" protect the American manufactures from foreign competition? A. 411

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

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

SS 8 Unit V 4o 254-255 SO 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., Li 6. How did Daniel Webster and Henry Clay defend the power of Congress to 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'sthreat of secession?

AO.

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

s T I A TWA tosl STATES RIGHTS.

c. THE TARIFF--

Cogvaleroll4103vermiparft

SS 8 Unit V 41 254-255 S60 SCHWARTZ.O'CONNOR UNIT VCHAPTER 4: A TARIFFDIVIDES A NATION

VOCABULARY TESTS

write the In the blank appearing beforethe word meanings in ColumnII letter whicappears before the wordsin Column I.

Column I Column II

law aside 1. national supremacy A. the act of setting a the Union 2. abominatinn B. when a state leaves goods 3. foreign C. a tax on imported rights of 4. competition D. preference for the states over the national govern- 6. tullify ment. E. rivalry; contest; effort to others 6. states, rights obtain something wanted by

7. secede F. strange; alien nation is more 8. convention G. the idea that the powerful than the states a political O. tariff H. gathering; assembly; meeting I. a feeling of disgust,hate, loathing

PRGAIIIZATION

Zn the parentheses put the letterg the name or term which bestfits the discription.

the belief in states'rights 10( ) nationalism A. reached by mutual consent 2.( ) sectionalism B. a settlement

the putting of the interestsof the 3.( ) compromise C. Union above those of any section

4.( ) Andrew Jackson D. "Old Hickory"

"The Great Pacificator" 6.( ) Henry Clay E. admitted Maine to the Union as a 6.( ) Tariff of Abomination F. free state and Missouri as aslave

I.( ) Missouri Compromise state

name given bySoutherners to the 8.( ) Robert Y. Hayne G. bill of 1826 which raised theduties preservation of the Union and 9.( ) Daniel Webster H. federal supremacy champion of states' rights and null- 10.( ) John C. Calhoun I. ification J. "Liberty and Union, now and forever, one and inseparable" 264.256 580 SS 8 Unit V p. 42 SCHWARTZ-O'CONNOR, UNIT VCHAPTER 5: SLAVERY CAUSES BITTER FEELINGS BETWEEN R AND OUT

WORDS TO LEARN

Henry Clay cane to be recognized as the"Great Compromiser ". ie was responsible for preventing open conflict between theNorth and the South as early as 1820 when hepresented the Missouri Compromise. This compromise permitted Maine to enter the Union as a free statewhile Missouri entered as a slave state. In the future, however, all territory above the860 30' parallel, wasclosed to slavery, while south of this line slaveryremained legal.

In spite of the efforts of such men as HenryClay, feelings continued to run high about the slavery issue. William Lloyd Garrison, an ardent abolitionist, published a newspaper, "The Liberatvr", which waswiaaTread in the North.

It:is said that the book, "Uncle Tom's Cabin': written byHarriet Beecher Stowe, was a leading contributiKcause to theCivil War. Although the author had never travelled in the South, she basedher novel on hear say and tales she heard from run-awayslaves at the underground railroad station.

Such Emagsjanot only angered the Northerner butoften incited the Negro slave into E2192Illsagainst the chains ofslavery. It was the Civil War, however, and not compromise, that eventuallyfreed the slave from bondage.

Ii NOTES ON THE READING AIMS: To Learn How the Addition of New Territory Led to Quarrels overSlavery. To Learn about the Abolitionists. To Understand How North and South Drifted Apart over Slavery.

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

2. Wharranged a compromise that admitted both Maine and Missowl.

3. What uere the provisions of the 1. Missouri Compromise? t§7,

4. a. What was the name 1,1 the a. it newspaper pUblishedjr Boston that was against slaveyty b. Who published it? o. What wege the anti-slaveu people called?

55 0 Unit p. 43 258-259 S60 SCHWARTZ-O'CONNOR UNIT V, CHAPTER 5: NoRTrJmSLAVERY CAUSES BITTER FEELINGS BETWEElt

5. a. Who was the author of Uncle a. /11,111 Tom's Cabin? b b. Who was the villain of the ..11.1.11/11.171101.0110111001111.100 ft.esamme " story? c. Who was the hero?

d. Whatagreements did proslavery leaders offer for the continuation of slavery?

6. What event took place in Virginia 01.111IIMOMMIINI in 1831 that caused great fear in the South?

7. a. Why did Congress pass the Fugitive Slave Law?

b. How did the abolitionists .0110.8110.0.0111.11.11-10=6/14...0MA try to avoid this law?

...11011414.11.1

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

$S9 Unit Vp. 44 258-259 Sg0 SCHWARTZ-O'CONNOR UNIT V CHAPTER 5: SLAVERY CAUSES BITTERFEELINGS BETWEEN NORTH AND4 SOUTH, VOCABULARY TESTS

write the In the blankappearing before the wordmeanings in Column II, [I letter which appearsbefore the Column I Column II

1. do away with ae representatives '7- ersuade by argument orproof admitted 2. 11 b.

3. personappointed to act or C. request speak for others 4. act or state ofrebelling d. compromise cr. 5. a rising up e. Liberator

6. ask for f. abolish to settle by eachcontestant fugitive 7. g. giving up a part of whathe demands h. convince

8. permissinn to enter i. revolt

9. abolitionist newspaper j. uprising 30. runaway

Q:11,

t- :2 258-259 SO SS 8 Unit V SCHWARTZTO,CONNOR UNIT V, CHAPTER5: SLAVERY CAUSES BITTER PEELINGBETWEEN NORTHAlirgarrii

ORGANIZATION

1820..

Label: 1. Missouri 2. 36° $0' line 3. closed to slavery 4. open to slavery 5. Maine 6. Mexico 7. Oregon

Unit V p. 46 258-259 S60 SS 0 4=3.1 SCHWARTZ-O'CONNOR9 UNIT V UAPTER 6:HOPE FOR PEACE FADES

WORDS TO LEARN

The problem over samy was not a new oneto the United States. In 1619 the first Dutch slave ships had landedin Jamestown with a cargo of about sixty chained andbroken Negroes from Africa. Most of these slaves had been sold into bondageby their own tribal chiefs. Tobacco raising and trading had become a veryprofitable industry in the Southern colonies and it was believed thatthe Negro coming fromthe hot in the hot, sun-drenched climates of Africa would be well-suited to work inuratiof ' cotton fields of the South. In the decades following the f- 1 slavery into the United States, many_2121...coliiseswere made on thistrouble- some issue. The problem was re-examined everytime a new territoryapplied for admission to the United States. The Northerners fought tocontain slavery, if it had to be, and notpermit it to spread. Whereas the Southern planters, having used up a goodportion of the land in the "Old South"wanted to push and expand their propertyinto the new territory. In this manner,the United States set upboundaries for slavery. The U. first Compromise of 1820 limited slavery tothe 36° 30' line. But this times untila climax wasreached rIftl Compromise was changed and nullified many in 1860. The years of hatred,disFrust and frustrationfinally burst U forthinto a terrible holocaust--The Civil War.

NOTES ON THE READING

Li AIM: To Learn about the Events that LedDirectly totheputbreak of the carl Civil War.

11 1. Why was the Republic of Texas not admitted to the United States r-T-7 until 1845? 4=mopa...... 0111

Why did the discovery of gold in a. California cause alarm in the Southern States? b. LI1

Explain the three important sec.4 1. tions of Clay's Compromise of 2. 1850.

4, How did the provisions of the Kansas-Nebraska Act nulligy or set aside the Missouri Compromise of 1820?

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

SS 8 Unit V p. 47 263-264-265 S&O SCHWARTZ-O'CONNOR UNITV CkAPTER 6: HOPE FOR PEACE FADES

6. On which slavery lawdid Dred Scott base his claim forfreedom? I. a. 7. How did Supreme CourtJustice Taney's verdict in the Dred Scott case affect the slavery issue? a. In the North? b. In the South? C. In Europe; ok, i 8. Who were the two candidatesfor 1. the Senate in 1858? 2

9. Compare the views of the two cansT.a. didates on the slavery issue. a. Lincoln b. Douglas aro 0.60111.1.110011.16.."

10. What part did JohnBrown play 44119.0001411.04~~.~ in further arousing thehatred of the Southerners towardsthe

Abolitionists? OMIrliovs.

48 263-264-265 Sg0 SS 8 Unit V 11, SCHWARTZ-O'CONNOR UNIT VCHAPTER 6: HOPE FOR PEACE FADES

VOCABULARY TESTS

meanings in ColumnII write the In the blankappearing before the word in Column I. letterwhicfi appears bef3ri the words Column II Column I

letting the peopleof an area prelude 1, a. decule an issue. the highest point ormost excit- decade 2. b. ing part 3. anintroduction or abeginning c. climax

4. a periodof ten years d. extremists

7 5. the discussion of aquestion 10 e. political party or a problem 6. radicals; too far oneither side f. inaugural address speech made when aPresident popular soverignty 7. g. takes office a groupof people whohave h. debate government 1.1u the same ideas on and candidates

V CO

2 3 264-265S80 SS 8 Unit Vp. SCHWARTZ-O'CONNORUNIT V CHAPTER 6: HOPE FOR PEACE FADES

ORGANIZATION

Reading Questions:

Directions: Fill in the blanks with the wordstaken from the list below.

inaugural address Judge Taney Stephan A. Douglas extremists Dred Scott Harpers Ferry Robert E. Lee decade political party climax popular sovereignty the raid on 1. like John Brown, who lead Virginia, caused a great dealof bitterness.The United States Marines led by captured him.

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

stressed the idea 3. Lincoln's that the Union must not bedivIded.

4. The that Lincoln belonged to was the Republican Party. were rival candidates 5. Abraham Lincoln and for the United States Senate in1858.

6. The disagreement between theNorth and South reached its when Fort Sumter was fired upon.

7. Supreme Court Judge in the famous case, ruled that a slave wasproperty and that he therefore could not take a case to theSupreme Court.

55 8 Unit V p. 50 263-264-265S&O SCHWARTZ-O'CONNOR UNIT VCHAPTER 7: LINCOLN IS ELECTED. THE CIVIL WAR BEGINS: 9 9 ,01 WORDS 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 different jobs and had learned a lot from each. As a clerk in a store, he'd learned to be pleasant to people on whom he'd waited, and to give them exactly what they'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 floated a load of freight down the Mississippi River. When South Carolina seceded from 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 candidate for Senator of the Confederate Statesrather than the United States.

NOTES ON THE READING

AIM: To learn how the Civil War began.

1. What did the election of Lincoln have to do with the start of the ,...... Civil War? ammogrore.ftworl.

2, What (4) things from Lincoln's background would make him a good c president some day?

3. What did Lincoln want to do a. about slavery: a. In the new territory b. In the southern states that onsapaiNaw.0mirfommor...... Mma already had slaves? .....pw...... , MID 4. Why did slavery become a problem to Lincoln when he ran fvr 400.1111.0100=11...... 110.11011.1 president? 411.1161111.11111.111MOM..4

5. What did the southern states do when Lincoln was elected? 4011141..m,

6. How did Jefferson Davis' back- .a ground make him a good president b for the Confederate States? Arilow...011..0.,...... ~1,

7. The first act of war was:

when? OOOOOOOOO . by whom ? . OOOOOOO where? . OOOOO at what7

55 8 unitV 51 269-274S&O 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 North a. b. stronger than the South? .0.11...ftrrunare...amilnew C.

e..Or 411"

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

9. What (2) advantages did the South a. have over the North? b.111.11MOO...... 110.11.0...... 1110104001mara.m01

10. Why was Robert E. Lee chosen to a. lead the armies of Virginia?

asomilbsonomIl SMIMI..me Awae.M

VOCABULARY TEST

In the blank ap earing befcre the word meanings in Column II, write the letter w ich appdaFTATEN'THZ-Zarin Column I. Column I Column II a. candidate 1. large farms usually growing only one crop b. clerk 2. a man who works in a small store selling, cleaning up, etc. c. Confederacy or Confederate States 3. to withdraw from; to break away from; to leave a group d. debate 4. a home-made boat used to float a load of freight down a river e. flatboat 5. better or more powerful

f. plantations 6. someone who is trying to get people to vote him into a job g. secede the name which the southern states gave their government h. superior shen they broke away from the United States i. Union 8. a speech in which you argue for or against something. 11 9. the name the states gave them- selves when they joined together under the Constitution of the United States

SS 8 Unit V i,. 52 269-274S&O ii SCHWARTZ-O'CONNOR UNIT VCHAPTER 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 time line indicating about when they happened.

1810 1820 1830 1840 1850 1860

a. Lincolnis born b. Lincolnruns for President of the U.S. C. Lincolndebates Stephen Douglas d. Lincolnis elected to the House of Representatives e. Lincolnmakes a flatboat trip down the Mississippi

SS 8 Unit V 269-274S60 SCHWARTZ-O'CONNORUNIT VCHAPTER 8; A LONG STRUGGLE IN THE MAKING

WORDS TO LEARN

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

General Lee, with his limited resources of men and materials had to bemuchmore conservative in his planning. He worked very closely with his chiefs-of-staff in order to conserve his supplies.

SS 8 Unit V p. 54 27 6-2 7S60 SCHOARTZ-O'CONNORUNIT VCHAPTER 8: A LONG STRUGGLE IN THE MAKING

NOTES ON THE READING

AIMS: To Learn about the Early Fighting in theCivil War. To Learn of the Battles for Control of themliiIiiiPpi. To Learn of the Attempts to Invade theNorth.

What were the results of the a. 1, 011001/1.11111,11116.. 1111.11 Battle of Bull Run? a. For the North? b. For the South? ftolamlEIMI 11101WerrelM

2. What strategy did the North plan a. goot...... m,...... notria...eroprow to follow to defeat the South? b. 0.

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

"WWI Ile. 140.1 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 theNorthern 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 invention introduce a new era in naval warfare?

a. What was the result of Lee's a. attempt to invade the North? b, of McClellan's attempt to invade the South?

10. a. What were the provisions ofthe 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-OICONNORUNIT V, CHAPTER 8: A LONG STRUGGLE IN THE MAKING

VOCABULARY TESTS

In the blank appearing before the word meaningsin Column IIwrite the letter ZIA a pears before the words in ColumnI.

Column I Column II a. strategy 1. control of who and what goes into or out of a place by the b. blockade use of an army or navy c. route 2. any supply that will meet a need, such as, water,coal, guns, d. fleet men e. ironclad plan of battle; tactics f. invade 4. covered with iron g. commander-in-chief group of warships under one command b. resource force (out); put out

enter with force or as an enemy; attack

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

56 8 Unit V p. 56 275-276-277 Sg0 SCHWARTZ-O'CONNOR,UNIT V CHAPTER 8: A LONG STRUGGLE IN THE MAKING

MATCHING: RECALL OF DETAILS

WHO AM I?

Directions: From the listof famous men select the one that would best identify each statement. John Ericsson David C. Farragut Robert Anderson Ulysses S. Grant William Tecumseh Sherman Pierre G.T. Beauregard Robert E. Lee George B. Mc Clellan Thomas J. Jackson

1. I was aSouthern general who was finally forced tosurrender at Appomattox.

2. I was the Southern"commander who attackedFort Sumter.

3. I was the Union commander who defended FortSumter.

4, I was the Northern general who beseiged andcaptured Vicksburg.

5. I was the navaraWiagi who took New Orleans andMobile.

6. I designed the Monitor.

I was nicknamed "Stonewall".

8, I was the most RI";.--tred-sTidhaionderieFil77-raiirrEfestructive march from Atlanta to the seacoast.

9. I wasa 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 accidentally killed by one of his own men, it is said he felt as though he had been deprived 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 insupplies and manpower. The Northern victory on July 4, 1763, was the turning point of the Civil War. The North had succeeded in pushiing back the South. On the same day the North under Ulysses S. Granthad 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 surrendered to Grant, the Northern soldier's band was not permitted to play. The Southern soldiers were permitted to keep one firearm for hunting, and their horses to help them on the farm. Grant, in all humility, did not accept the sword from General Lee,

SS 8 Unit Vp. 58 280-281-282 B80 SCHWARTZ-O'CONNOR, UNIT V, CHAPTER 9: LEE MEETS GRANT THE WAR ENDS.

NOTES ON THE READING

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 was a Southern victory? b. b. Where did this take place? c. What battle was the turning point of the Civil War?

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

6. a. What dcos the term "draft" a. signify? b. b. What was a "bounty jumper"?

7. a, What part did Clara Barton play in the Civil War? b. What organization was founded by her?

8. What was the role of the ne ro a. during the Civil War in the 1. North 2. South b. What document *toed slaves in states which were in rebellion at the time?

58 8 Unit V p. 9 280-281-282S60 THE WAR ENDS. SCHWARTZ-O'CONNORUNIT VCHAPTER 9: LEE MEETS GRANT

9. List some of the hardships faced a. by the South. [ b. C. AAMIM1011.10.1,.... II d.

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

C. .1.1111W

d. e

011111111/00111

11. What caused America tobe a stronger nation at the endof the Civil War?

=1.11101.

280-281-282S&O SS 8 Unit V p. 60

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

VOCABULARY TESTS

In the blank appearing before theword meanings in ColumnII, write the letter which appears before thew6rds in Column I.

2212m I Column II

to choose for anoffice or a. turning point 1. position calling men in a definite age b. bounty 2. group formilitary service and c. invasion training duty in the army or navy d. appointed 3. e. instrument 4. supplies

f. equipment 5. a reward of one's g. Deep South 6. enter military service own free will position gained which reverses h. service 7. the point of advantage Southern states bordering the i. volunteer 8. Gulf of Mexico attack j. draft 9. a large-scale

10. tool or mechanical device

280-281-282 SW SS 8 Unit V p. 61 SCHWARTZ AND O'CONNOR UNIT VCHAPTER 9: LEE MEETS GRANT THE WAR ENDS.

GRAPH & READING

RESOURCES OF THE UNION AND THE CONFEDERACY.

t . Union t2a.'41 Confederacy

Po ulation Wealth Factories ... r ...... % .....'': a. , I $ As* ,, , *or .m.. , / 0 % 6. I - i 1...5

, 4 e I

II ,... ..APV of ...... 4 ... :,,, SI ...... $ % 0 4 V I .1%.,.. ft 11 . 1 ''..'.0.....e. : .. 'Ns,- i 1: .., I. l ti I)o' 9 yo 1 I t 1 1 4 11 4 4 1 0 I. '1. c I a , 0 1 4 ...= 'ON,. , s ' 4 ... "6%*1114.4 .---- -. Industrial Railroads Farmlands .. !,Workers ...... c..----,,,t, ,. . Ve;-, , ..-"°°--. ., t .--..-.; -:-..;---,... :? /1 .. . . , i 0.....,../..."....we . e .. , - ....12 ...... , 0"). .4 .1 f , ,.. t ii, . : ...... :...:>...'";_....0.4 . . .1 a . . 1 .: 2 C41 I0A i .. I. ti ., 0.40.' ...... ' ) ; ...,.... __*.0 * * ." . '''' ...... ,00... :or' 1°. ( : C. 1)11 `' ti \\: . 4.., . . g' %. / ": 4. I a Noo \N .,,re won., *. ',toI. 0 IP. ...--: ----r"}- ..4 . 1 , % ,.0 .0 I .."- Livestock 1 Bank /1 ''I; ' .,."",' '*;;.. '5.'fr t , . 30,.." 4,,,I0 A. / % % ,,,..0*.01::::-.6°. Deposits 4 k1I *70:;°:;" .0b 01-,., .0° k jr i, 4 10 ..... , i. . It e) 4.) IC11. .'k...,..../ 1 ,...... 0,.....<:,,...,_,::..., .1. ,.....-) I k of 1 4 . . ! 1 1-0°5-e. 11,0

11 ... r a ( `'II ... 4 t." $ '...".' * . 1 ' 0 ' . ,/ \ 4 e I 'S, '. / . '.../ '4, $ l'o ' . s r 1; ',,,,.,0° *%. Al...... **- ' Circle the letter of the correct choice. 1 1. The graphs indicate that the Union's superiority was greatest in the area of (a) wealth produced (b) bank deposits (c) industrial workers (d) value of livestock 2. 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 Vp. 62 280-282 S&O r SCHWARTZ-O'CONNORUNIT VI CHAPTER 10: RESTORING THE SOUTHERN STATES TO THE UNION

WORDS TO LEARN

Jchn Wilkes Booth, a disappointed, frustrated actorassassinated President Lincoln as he sat in Ford's Theatre with his wife. The war was ended but the hate lingered on.

Three amendments were added to the Constitution to protectthe interests of the Negroes of the South.Because many Southerners were not in agreement with these ideas and were furtherangered by the abuses of the carpetbaggers and scalawags, they formed secret societiesin an effort to frighten the Negroes and the carpetbaggers.

Only after a new generation grew up, did the Southern whitesregain control of the government.

NOTES ON THE READING

AIM: To Learn How the Federal Government Planned to TreattheConfederate States after the War.

1. a. What was Lincoln's plan for a. 1. IMISIIMMINM41.00.1.11.011MI.1.1411141O the return of the Southern states to the Union? 2. b. How did Abraham Lincoln show he held no hatred against the b. .111. South? 1.10.000.01. frerrew/Woornew.0....

2. Who assassinated Abraham Lincoln? a. When? b. --r c. .Why? 10/1100.1.10001,

3. What problems faced Andrew Jackson? A. B. .1101....1...01.0.06,1110.0.161.11.1111.1.1001.0.0111 C. D. E. /...1 .40.11.1.1.111M6.11011.....11011.10.

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. E.

SS 8 Unit V p. 63 286-287S&O SCHWARTZ-O'CONNORUNIT VCHAPTER 10: RESTORING THE SOUTHERN STATESTO 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. 411.1110.11011100.1.0.1.

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 the 2. Civil War? 11.111110114 .006.1110011100.~6110.11.01.0.GOMIr.0110...

S60 85 8 Unit V p. 614 286-287 IT SCHWARTZ-O'CONNOR, UNIT V, CHAPTER 10: RESTORINGTHE SOUTHERN STATES TO THE -.. UNION

VOCABULARY TESTS

In the blank appearing before the wordmeanings in Column II, writethe letter which appears beforeihe words in Column I. Column II Column I Northerners who rushedSouth a. amendmnt 1. after the Civil War to get control of the government b. carpetbaggers act of accusing apublic official c. organize 2. of misconduct in office arrange; put intoworking order d. 3. addition to the e. reconstruction 4. a change or Constitution Southern whites who cooperated f, strive 5. with the north for profitduring the period of reconstruction g. scalawags

h. Bladk Codes 6. work hard secret society of white people i. impeach 7. in the United States formed after the Civil War to regain j. Ku Klux Klan and maintain their control. the rebuilding of the Southafter the Civil War 9. laws which withheld rights from the Negroes 10. spite; wish to hurt others

ORGANIZATION

aim or at

044.

People first began to hear about theKu Klux in period a. 2 b. 3 c. 4 d. 5

The thirteenth Amendment waspassed in a. 2 b. 4 c. 5 d. 6

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

4. All southern states returned tothe union by a. 1 b. 2 c. 3 d. 5

S&O 58 8 Unit V p. 65 286-287 SCHWARTZ-O'CONNOR, UNIT VCHAPTER 11: THE NEW SOUTH

WORDS TO LEARN

After a war, a country and its people must pick up the shattered pieces and try to create a new life. In the South they did not have enough of anything left to rebuild. They actually had to start to build a new country. In building a new country many of the old ideas and ways of life were abandened for completely new systems.Thebiggest change took place in 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 READING MilsIMIM11.10

AIM: To Learn of the Changes That Have Taken Place in the South since the Civ11 War.

1. What laws were passed by the a. Southern whites to keep the b. Negro from voting after the C. 0.111 Civil War?

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 lifeb. .111111.0.1001111101.M114...0.11.0...... , of the Negro? c.

40 Why was the RepUblican Party defeated in all Southern elections until 1956?

5. Why did the plantation system break down after the Civil War?

6. Who were the share croppers? Tenant farmers

7. What other crops were produced a. after the Civil War? c.

Why is Birmingham, Alabama, known as the "Pittsbugh of the South"?

SS 8 Unit V p. 66 290-291S&O SCHWARTZ-O'CONNOR UNIT VCHAPTER 11: THE NEW SOUTH

VOCABULARY TESTS

In the blank appearing before the word meanings in Column II writethe letter which appears before the words ln Column I.

Column I Column II a. poll tax a tax charged for theright to vote b. Jim Crow laws 2. rebuilding c. integration 3. one who paid for his landin money or crops d. segragation 4 unifying groups e. tenant farmers .5. poor white men or negroeswho worked for a landlord and f. sharecroppers gave him a share of the crop g. Solid South 6. the growth of factories and transportation in the South h. reconstruction since 1865 i. New South states voting as a unit for one political party the 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.

C. 1106.11411.10111111100.1.0welOW MI Ow.-

2. Industrial changes-. new industries that were introduced after the Civil War a.

3. Transportation--new methods of transportation that the south built after the war a.

b. Al.M.001140011108.11V *NW

4. Education--free public school system d7"--NeEia Educators 1.

2. b. Supreme Court Decisions 1. 3.1.0010.4100.00.1.11...1.0.0.1011MOMMING

2. c. Civil Riglts Gains in Education 1.

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