Chapter 12 the North Chapter 13 the South Chapter 14 New Movements in America Chapter 15 a Divided Nation

UNIT 4 1790—1860 The Nation Expands

Chapter 12 The North Chapter 13 The South Chapter 14 New Movements in America Chapter 15 A Divided Nation

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The United States continued to grow in size and wealth, experiencing revolutions in technology and business as did other parts of the world. During the earliest phases of expansion, regions of the United States developed differently from each other. Citizens differed in their ideas of progress, government, and religion. For the success of the nation, they tried to compromise on their disagreements. In the next four chap- ters, you will learn about two regions in the United States, and how they were alike and different. Explore the Art This painting shows a bustling street scene in New York City around 1797. What does the scene indicate about business in the city during this period?

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CHAPTER 12, The North Expands (1790–1860)

EVENTS 1851: The ﬁ rst installment of Uncle Tom’s Cabin is printed. Harriet Beecher Stowe wrote a ctional story intended to show the evils of slavery. e story, initially written and published in installments in a magazine, was so popular that Stowe decided to publish it in book form. e story had its intended e ect… rallying thousands of people in support of the anti-slavery movement. As popular as the story was in the North, it enraged slave supporters in Florida and across the South, and fueled the division between the North and the South that led to the outbreak of the Civil War.

EVENTS 1858: Abraham Lincoln and Stephen Douglas hold political debates. Abraham Lincoln and Stephen Douglas ran against each other for an Illinois seat in the U.S. Senate. e Lincoln-Douglas debates often focused on the issue of slavery, in particular plantation slavery that supported the cotton economy of Florida and other Southern states. While Lincoln did not win the election, the debates brought him national recognition, contributing to his successful presidential campaign in 1860.

PEOPLE 1848: Frederick Douglass (1818–1895) supports the women’s suffrage movement as it spreads to Florida. Frederick Douglass was born into slavery in Maryland. He escaped in 1838 and ed to Massachusetts, where he joined the abolitionist movement. Using his skills as a writer and orator, he created a weekly newspaper called the North Star. Douglass

also supported the women’s su rage movement, and spoke at See Chapter 1 Florida. . .The Story Photo credits: Continues

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Photo credits: See Chapter 1 Florida. . .The Story Continues Underground Railroad. Southern states.Southern ment was growing inFlorida andother thewomen’scentury, surage move- in theNorth, by theendof19th Falls in1848. ough initiated by women the rst feminist convention at Seneca was entrenched inFlorida at thetimeof intheirnewlives. settled and get Slavery Still escapees others helped nd work homes, andstations. knownasdepots runaways andfed housed intheir traveling along the“railroad.” Others Canada. runaways Conductors helped escape to freedom in theNorth and e slaves whohelped ofthose orts Underground Railroad the describes PLACES 1790–1860, 1790–1860, 12, to Go Chapter The ofNorth, Lowell, mills Massachusetts. cotton mechanized the parts), Elijah McCoy (industrial lubrication), Robert Fulton (commercial steamboat), and boat), Samuel Slater (textile mill machinery), Eli Whitney (cotton gin, interchangeable Name significant inventions and who developed them, including John Fitch (steam- What doesitmean? Benchmark SS.8.A.4.6 to chapter. this related standards other all to unpack Read the following to learn what this standard says and what it means. See FL8–FL21 Unpacking theFloridaStandards Lowell/ mechanizedcottonmill. able parts,McCoy/industriallubrication,Fulton/commercialsteamboat, steamboat, Slater/textilemillmachinery,Whitney/cottongin,interchange- tions/inventors) thatcontributedtoindustrialgrowth.ExamplesareFitch/ 1830–1861: Slavesare helped to escapeto freedom alongthe SS.8.A.2.1, SS.8.A.4.17,SS.8.A.4.18 content specificallyrelated totheseChapter12standards. for help.for eterm Identify technologicalimprovements(inven- forSee SpotlightonFloridaHistory ture guns with interchangeable parts. needed to supply and arm Union to supply soldiers. andarm needed intheNorthries produced theequipment adversely a byected the CivilWar, facto- relied on a cotton economy, were parts. While states like Florida, which way to make guns with interchangeable the work of Eli Whitney, who invented a turing economy owed its beginnings to along war.es to support at manufac- andgavewealth theNorth more resourc- my, which provided most of the nation’s Civil War was itsmanufacturing econo- oftheNorth’sOne advantages the during Florida’s population were slaves. 40percent1845 and1860,some of the Underground Railroad. Between EVENTS < … 1798–1808: (1765– EliWhitney 1825) away to invents manufac- 379 FL2 2/26/11 8:37:19 AM CHAPTER 12 1790–1860 The North

Essential Question What changes occurred in the North during the early 1800s?

Florida Next Generation Sunshine State Standards SS.8.A.4.5 Explain the causes, course, and consequences of the 19th century transportation revolution on the growth of the nation’s economy. SS.8.A.4.6 Identify technological improvements (inventions/inventors) that contributed to industrial growth. SS.8.A.4.7 Explain the causes, course, and consequences (industrial growth, subsequent effect on children and women) of New England’s textile industry. SS.8.A.4.10 Analyze the impact of technological advancements on the agricultural economy and slave labor. SS.8.A.4.13 Explain the consequences of landmark Supreme Court decisions (McCulloch v. Maryland [1819], Gibbons v. Odgen [1824], Cherokee Nation v. Georgia [1831], and Worcester v. Georgia [1832]) significant to this era of American history. SS.8.E.2.2 Explain the economic impact of government policies. SS.8.E.3.1 Evaluate domestic and inter- national interdependence. SS.8.G.2.3 Use geographic terms and tools to analyze case studies of how selected regions of the United States have changed over time. SS.8.G.3.2 Use geographic terms and tools to explain differing perspectives on the use of renewable and non-renewable resources in the United States and Florida over time. SS.8.G.4.4 Interpret databases, case studies, and maps to describe the role that regions play in influencing trade, migration patterns, and cultural/political interaction in the United States throughout time. SS.8.G.4.5 Use geographic terms and tools to analyze case studies of the development, growth, and changing nature of cities and urban centers in the United States over time. SS.8.G.5.1 Describe human dependence on the physical environment and natural resources to satisfy basic needs in local environments in the United States. SS.8.G.5.2 Describe the impact of human modifications on the physical environment and ecosystems of the United States throughout history.

FOCUS ON WRITING 1807 Robert Fulton’s Newspaper Advertisement The Industrial Revolution was a time Clermont becomes when a great many new inventions were introduced. You work for an the first commer- advertising agency, and your job is to design an advertisement for one of cially successful steamboat. the inventions mentioned in this chapter. As you read, take notes on the inventions, their inventors, and how they changed life in the United States. 179 0 Then choose one invention and design a newspaper advertisement to 1790 persuade readers to buy or use the invention. The first steam- powered mill opens in Great Britain.

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6-8_SSFLAESE607511_C12O.indd 380 1/31/11 12:48:31 PM Women workers in a textile mill

The Industrial Revolution

New machinery like this textile mill helped fuel the Industrial Revolution.

1830 1840 1845 1856 The Tom Thumb Federal Sarah Bagley is Gail Borden becomes the first government appointed secretary patents a method of locomotive in the employees of the New England condensing milk so United States to receive a 10- Working Men’s that it can be safely carry passengers. hour workday. Association. stored in cans. 1830 184 0 1850 186 0 1838 1846 1851 The Sirius becomes the first German astronomer London’s Great Exhibition ship to cross the Atlantic Ocean Johann Galle observes that displays inventions from around entirely under steam power. Neptune is a planet. the world in the Crystal Palace.

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Focus on Themes As you read this chapter, patterns changed. Next, you will read about how you will learn about how developments in science family life changed as more and more people went to and technology brought about what is called the work in factories. Finally, you will see how new methods Industrial Revolution. As a result of the Industrial of transportation changed where people lived and Revolution, you will see how American economic how new inventions affected daily life and work.

Causes and Effects in History Focus on Reading Have you heard the saying, Cause and Effect Chains You might say that all of “We have to understand the past to avoid repeating history is one long chain of causes and effects. It may it.”? That is one reason we look for causes and effects help you to understand the course of history better if in history. you draw out such a chain as you read.

Since the 1790s, wars between European powers had interfered with U.S. trade. American Wars in Europe customers were no longer able to get all the manufactured goods they were used to buying from British and European manufacturers . . . Americans began to buy the items they needed from American manufacturers instead of from Americans couldn’t foreign suppliers. As proﬁ ts for American facto- get European goods. ries grew, manufacturers began to spend more money expanding their factories . . . At the same time, many Americans began to realize that the United States had been relying Americans bought too heavily on foreign goods. (p. 389) from American manufacturers.

Americans began American proﬁ ts rose. to think they had relied too much on Europe.

American factories expanded.

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6-8_SNLAESE484693_C12RS.indd 382 7/2/10 12:56:43 PM LA.8.1.6.2 The student will listen to, read, and discuss familiar and conceptually challenging text. SS.8.A.1.3 Analyze current Key Terms events relevant to American History topics through a variety of electronic and print media resources. and People You Try It! Chapter 12 Section 1 The following passage is from the chapter you are about to read. As Industrial Revolution (p. 385) you read each paragraph, ask yourself what is the cause and what is textiles (p. 385) the effect of what is being discussed. Richard Arkwright (p. 385) Samuel Slater (p. 386) technology (p. 387) Eli Whitney (p. 387) Workers Organize interchangeable parts (p. 387) mass production (p. 387) Factories continued to spread in the 1800s. From Chapter 12, Craftspeople, who made goods by hand, felt p. 394 Section 2 threatened. Factories quickly produced low- Rhode Island system (p. 391) priced goods. To compete with factories, Francis Cabot Lowell (p. 392) Lowell system (p. 392) shop owners had to hire more workers and trade unions (p. 394) pay them less . . . strikes (p. 394) The wages of factory workers also went Sarah G. Bagley (p. 395) down as people competed for jobs. A wave Section 3 of immigration in the 1840s brought people Transportation Revolution (p. 396) from other, poorer countries. They were will- Robert Fulton (p. 397) ing to work for low pay. More immigrants Clermont (p. 397) came to the Northeast, where the mills were Gibbons v. Ogden (p. 397) Peter Cooper (p. 398) located, than to the South. Competition for jobs also came from people unemployed dur- Section 4 ing the fi nancial Panic of 1837. Samuel F. B. Morse (p. 402) telegraph (p. 402) Morse code (p. 403) John Deere (p. 404) After you have read the passage, answer the following questions. Cyrus McCormick (p. 404) 1. What cause is being discussed in the fi rst paragraph? What were Isaac Singer (p. 405) its effects? Academic Vocabulary 2. Draw a cause and effect chain that shows the events described in Success in school is related to the fi rst paragraph. knowing academic vocabulary— the words that are frequently used 3. What main effect is discussed in the second paragraph? How in school assignments and discus- many causes are given for it? sions. In this chapter, you will learn the following academic words: 4. Draw a cause and effect chain that shows the events described in efficient (p. 385) the second paragraph. concrete (p. 395)

As you read Chapter 12, look for words that signal causes or effects. Picture these causes and effects as the links in a cause and effect chain.

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6-8_SSFLAESE607511_C12RS.indd 383 1/31/11 12:50:03 PM SECTION The Industrial LA.8.1.6.1, SS.8.A.1.3, SS.8.A.4.6,1 SS.8.A.4.7, SS.8.E.1.1, SS.8.E.2.1 Revolution in What You Will Learn… America Main Ideas 1. The invention of new machines in Great Britain If YOU were there... led to the beginning of the You live in a small Pennsylvania town in the 1780s. Your father is Industrial Revolution. 2. The development of new a blacksmith, but you earn money for the family, too. You raise machines and processes sheep and spin their wool into yarn. Your sisters knit the yarn brought the Industrial Revolu- tion to the United States. into warm wool gloves and mittens. You sell your products 3. Despite a slow start in manu- to merchants in the city. But now you hear that someone has facturing, the United States made rapid improvements invented machines that can spin thread and make cloth. during the War of 1812. Would you still be able to earn the same amount of money for your family? Why? The Big Idea The Industrial Revolution transformed the way goods were produced in the United States. BUILDING BACKGROUND In the early 1700s making goods depended on the hard work of humans and animals. It had been that way for hundreds of years. Then new technology brought a change Key Terms and People so radical that it is called a revolution. It began in Great Britain and Industrial Revolution, p. 385 textiles, p. 385 soon spread to the United States. Richard Arkwright, p. 385 Samuel Slater, p. 386 technology, p. 387 The Industrial Revolution Eli Whitney, p. 387 At the beginning of the 1700s, the majority of people in Europe interchangeable parts, p. 387 and the United States were farmers. They made most of what they mass production, p. 387 needed by hand. For example, female family members usually made clothing. First, they used a spinning wheel to spin raw materials, such as cotton or wool, into thread. Then they used a hand loom to weave the thread into cloth. Use the graphic organizer online Some families produced extra cloth to sell to merchants, who sold to list the key contributors to the it for a proﬁ t. In towns, a few skilled workers made goods by hand in Industrial Revolution and their inventions. their own shops. These workers included blacksmiths, carpenters, and shoemakers. Their ways of life had stayed the same for generations.

A Need for Change By the mid-1700s, however, changes in Great Britain led to a greater demand for manufactured goods. As agriculture and roads

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6-8_SSFLAESE607511_C12S1-4.indd 384 1/20/11 1:57:55 PM Textile Mill and Water Frame 5 5 After the thread was spun, it moved to the CONNECT TO SCIENCE AND TECHNOLOGY loom to be woven into A water frame adapts the power of cloth. Workers called flowing water into energy that moves spoolers watched the wheels and gears through a system 4 looms and made sure of belts. These wheels and gears then that the spools of thread move parts of machines such as looms were kept straight. and spinning wheels. 4 Then the raw cotton 3 was spun into thread on 2 a spinning frame. 1 Flowing water from a river turned A machine for the waterwheel. The giant wheel 3 cleaning the raw cotton turned smaller gears connected to was the first step. belts. 2 These belts moved parts of the machinery in the mill.

ANIMATED HISTORY An American 1 Textile MIll

ANALYSIS SKILL ANALYZING VISUALS What provided the power for the machines in the mill?

improved, cities and populations grew. Over- In 1769 Englishman Richard Arkwright seas trade also expanded. Traditional manu- invented a large spinning machine called a facturing methods did not produce enough water frame. The water frame could produce goods to meet everyone’s needs. dozens of cotton threads at the same time. It People began creating ways to use lowered the cost of cotton cloth and increased ACADEMIC machines to make things more effi cient. the speed of textile production. VOCABULARY These developments led to the Industrial The water frame used fl owing water as its efficient productive and Revolution, a period of rapid growth in using source of power. Merchants began to build not wasteful machines for manufacturing and production large textile mills, or factories, near rivers and that began in the mid-1700s. streams. The mills were fi lled with spinning SS.8.A.4.6 Iden- tify technological machines. Merchants began hiring people to improvements Textile Industry (inventions/inventors) work in the mills. that contributed to The fi rst important breakthrough of the Additional improvements also speeded industrial growth. Industrial Revolution took place in how up the spinning process. Britain soon had textiles, or cloth items, were made. Before the the world’s most productive textile manufac- Industrial Revolution, spinning thread took turing industry. much more time than making cloth. Several workers were needed to spin enough thread READING CHECK Drawing Conclusions How to supply a single weaver. did machines speed up textile manufacturing?

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6-8_SSFLAESE607511_C12S1-4.indd 385 1/20/11 1:58:10 PM New Machines and Processes fi rst mill in Pawtucket, Rhode Island. The production of cotton thread by American New machines encouraged entrepreneurship ACADEMIC machines had begun. Slater ran the mill and VOCABULARY and the rise of new processes in business and the machinery. He was confi dent that his entrepreneurship manufacturing. As the machines used to the process of new machines would work well. starting a make products became more effi cient, the business, processes involved changed dramatically. “If I do not make as good yarn as they do in particularly at England, I will have nothing for my services, but great personal Slater and His Secrets will throw the whole of what I have attempted risk The new textile machines allowed Great over the bridge.” Britain to produce cloth more quickly and —Samuel Slater, quoted in The Ingenious Yankees, SS.8.E.1.1 Examine by Joseph and Francis Gies motivating economic inexpensively than other countries could. factors that influenced the develop- To protect British industry, the British Parlia- Slater’s machines worked, and the ment of the United ment had made it illegal for skilled mechan- Pawtucket mill became a success. Slater’s wife States economy over time including ics or machine plans to leave the country. also invented a new cotton thread for sewing. scarcity, supply and Disguised as a farmer, Samuel Slater, a In 1798 Slater formed his own company to demand, opportunity costs, incentives, skilled British mechanic, immigrated to the build a mill. By the time he died in 1835, he profits, and entrepreneurial aspects. United States after carefully memorizing the owned all or part of 13 textile mills. SS.8.A.4.7 Explain designs of textile mill machines. Soon after Other Americans began building textile the causes, course, and consequences arriving, he sent a letter to Moses Brown, mills. Most were located in the Northeast. (industrial growth, who owned a textile business in New In New England in particular, merchants subsequent effect on children and women) England. Slater claimed he could improve had the money to invest in new mills. More of New England’s textile industry. the way textiles were manufactured in the important, this region had many rivers United States. and streams that provided a reliable supply Brown had one of his workers test of power. Fewer mills were built in the Slater’s knowledge of machinery. Slater South, partly because investors in the South passed. Brown’s son, Smith Brown, and concentrated on expanding agriculture. son-in-law, William Almy, formed a partner- There, agriculture was seen as an easier way ship with Slater. In 1793 they opened their to make money.

Elements of Mass Production

CONNECT TO ECONOMICS Mass-production techniques allow manufacturers to efficiently create more goods for the marketplace. Mass production requires the use of interchangeable parts, machine tools, and the division of labor. Why are interchangeable parts important?

Interchangeable Parts Machine Tools Eli Whitney developed the idea Machine tools like this of using interchangeable parts. one make parts that are Interchangeable, or identical, parts identical and therefore are needed so each part does not interchangeable. have to be custom-made by hand.

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6-8_SSFLESE607511_C12S1-4.indd 386 10/4/11 9:56:17 AM A Manufacturing Breakthrough Whitney also came up with the idea Despite these great changes, most manu- of using interchangeable parts — parts of facturing was still done by hand. In the late a machine that are identical. Using inter- 1790s the U.S. government worried about a changeable parts made machines easier to possible war with France, so it wanted more assemble and broken parts easier to replace. muskets for the army. Skilled workers made Whitney promised to build 10,000 muskets the parts for each weapon by hand. No two in two years. The federal government gave parts were exactly alike, and carefully fi tting him money to build his factory, and in 1801 all the pieces together took much time and Whitney was called to Washington, D.C., to skill. give a demonstration. As a result, American gun makers could Whitney stood before President John not produce the muskets quickly enough to Adams and his secretary of war. He had an satisfy the government’s demand. Factories assortment of parts for 10 guns. He then ran- domly chose parts and quickly assembled needed better technology , the tools used to produce items or to do work. them into muskets. To the audience’s amaze- In 1798 inventor Eli Whitney tried to ment, he repeated the process several times. address some of these problems. Whitney Whitney’s Infl uence gave offi cials a proposal for mass-producing Whitney had proven that American guns for the U.S. government using water- inventors could improve upon the new powered machinery. Whitney explained British technology. Machines that produced the benefi ts of his ideas. matching parts soon became standard in industry. Interchangeable parts sped up “I am persuaded that machinery moved by water [and] adapted to this business would mass production , the effi cient production greatly reduce the labor and facilitate [ease] of large numbers of identical goods. the manufacture of this article.” READING CHECK Summarizing How did Eli —Eli Whitney, quoted in Technology in America, edited by Carroll W. Pursell Whitney influence American manufacturing?

Division of Labor Mass-Produced Goods Mass production uses a division of The end result is goods that have labor in which the work is divided been mass-produced. These tech- among several people, each doing niques were used to build items a specific task, like the workers such as these firearms. shown here.

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6-8_SNLAESE484693_C12S1-4.indd 387 7/2/10 12:29:20 PM LINKING TO TODAY Modern Manufacturing The word manufacture comes from Latin words that mean “to make by hand.” Yet in modern manufacturing, machines—not human hands—do most of the work. A key feature of modern manufacturing is the assembly line. An assembly line is a long conveyer belt. As the product moves along the belt, or “down the line,” workers assemble it. Often, the workers use machines to help them. On a growing number of assembly lines, there are no workers at all: the product is assembled by computer-controlled robots. Although a far cry from Eli Whitney’s factory, modern factories use the same elements of mass production that Whitney did more than ANALYSIS 200 years ago. SKILL ANALYZING INFORMATION How do interchangeable parts help the modern assembly line work?

Manufacturing Grows Slowly the United States. As a result, fewer people were able to own farms. British factory work- Despite the hard work of people such as Sam- ers generally were willing to work for lower uel Slater and Eli Whitney, manufacturing in wages than factory workers in the United the United States grew slowly. In 1810 Secre- States were. tary of the Treasury Albert Gallatin suggested Because British manufacturers had plenty some reasons why there were so few factories of factory workers with technical skills, they in the United States. could produce large amounts of goods less “[The reasons include] . . . the superior attractions expensively than most American businesses of agricultural pursuits [farming], . . . the abun- could. As a result, they could charge lower dance of land compared with the population, prices for the goods. Lower British prices the high price of labor, and the want [lack] of made it diffi cult for many American manu- suffi cient capital [investment].” facturers to compete with British companies. —Albert Gallatin, quoted in Who Built America? This situation in turn discouraged American by Bruce Levine et al. investors from spending the money needed Gallatin and others believed that few to build new factories and machinery. As a people would choose to work in a factory if result, only a few industries had found a place they could own their own farm instead. In in the American economy. These included Great Britain, on the other hand, land was cotton goods, fl our milling, weapons, and more scarce and more expensive than in iron production.

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6-8_SNLAESE484693_C12S1-4.indd 388 7/2/10 12:30:05 PM These circumstances began to change “To be independent for the comforts of life we around the time of the War of 1812. Since the must fabricate [make] them ourselves. We must 1790s, wars between European powers had now place the manufacturer by the side of the agriculturalist [farmer]. interfered with U.S. trade. American custom- ” —Thomas Jefferson, from The Writings of Thomas ers were no longer able to get all the manu- Jefferson, edited by P. L. Ford factured goods they were used to buying from In February 1815, New Yorkers celebrated British and European manufacturers. Then, the end of the War of 1812 and the return of during the War of 1812, British ships block- free trade. The streets were decorated and ﬁ lled aded eastern seaports, preventing foreign with merchants whose ships were loaded with ships from delivering goods. Americans began goods. “With Peace and Commerce, America to buy the items they needed from American Prospers,” declared one display. Eager busi- manufacturers instead of from foreign sup- nesspeople prepared to lead the United States pliers. As proﬁ ts for American factories grew, into a period of industrial growth. They urged manufacturers began to spend more money northern politicians to pass higher tariffs on expanding their factories. State banks and pri- foreign goods to protect American companies. vate investors began to lend money to manufacturers for their businesses. READING CHECK Analyzing How did the War At the same time, many Americans began THE IMPACT of 1812 aid the growth of American manufacturing? TODAY to realize that the United States had been relying too heavily on foreign goods. If the American dependence on United States could not meet its own needs, SUMMARY AND PREVIEW The Industrial some foreign it might be weak and open to attack. Former Revolution started with the textile industry goods, such as president Thomas Jefferson, who had once in England but soon spread to the United oil, is still being debated today. opposed manufacturing, changed his mind. States. In the next section you will learn He, too, realized that the United States was about how the spread of factories changed too dependent on imports. the working lives of many Americans.

Section 1 Assessment ONLINE QUIZ Reviewing Ideas, Terms, and People Critical Thinking 1. a. Identify What was the fi rst industry to begin to 4. Drawing Conclusions Review your notes on use machines to manufacture goods? key inventions and improvements during the b. Predict In what ways might life for workers Industrial Revolution. Then copy the chart below change as a result of the Industrial Revolution? and use it to show how each contribution affected 2. a. Recall In what part of the United States were manufacturing. most mills located? Why? Invention/improvement Effect on Manufacturing b. Draw Conclusions How did the ideas of Samuel Slater and Eli Whitney affect manufacturing in the United States? c. Evaluate Whose contributions do you think were more important—Slater’s textile machines or Whitney’s interchangeable parts? Why? 3. a. Identify What event encouraged the growth of FOCUS ON WRITING American manufacturing? Why? 5. Noting Inventions In your notebook, create a b. Contrast Why was manufacturing in Great Brit- three-column chart. In the fi rst column, list any ain in the early years more successful than that in inventions mentioned in this section. In the second the United States? column, identify the inventor. In the third column, describe the invention and its benefi ts.

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6-8_SNLAESE484693_C12S1-4.indd 389 7/2/10 12:30:27 PM SECTION Changes in SS.8.A.1.7, SS.8.A.4.3, SS.8.A.4.6,2 SS.8.A.4.7, SS.8.E.1.1, SS.8.E.2.1, SS.8.E.2.2, SS.8.E.2.3 Working Life

What You Will Learn… If YOU were there... Main Ideas You live on a dairy farm in Massachusetts in about 1820. On the 1. The spread of mills in the farm, you get up at dawn to milk the cows, and your work goes on Northeast changed workers’ lives. until night. But now you have a chance at a different life. A nearby 2. The Lowell System revolution- textile mill is hiring young people. You would leave the farm and ized the textile industry in the Northeast. live with other workers. You could go to classes. Most important, 3. Workers organized to reform you could earn money of your own. working conditions. Would you go to work in the textile mill? Why? The Big Idea The introduction of factories changed working life for many Americans. BUILDING BACKGROUND As factories and mills were established, the way people worked changed drastically. One dramatic Key Terms and People change was the opportunity that factory work gave to young women. Rhode Island system, p. 391 For young women in farm families, it was almost the only chance Francis Cabot Lowell, p. 392 Lowell system, p. 392 they had to earn their own money and a measure of independence. trade unions, p. 394 strikes, p. 394 Sarah G. Bagley, p. 395 Mills Change Workers’ Lives Workers no longer needed the specifi c skills of craftspeople to run the machines of the new mills. The lives of workers changed along with their jobs. Resistance to these changes sometimes Use the graphic organizer online to sparked protests. take notes on how mills changed Many mill owners in the United States could not fi nd enough workers’ lives and how workers organized to fight many of these people to work in factories because other jobs were available. At fi rst, changes. Samuel Slater and his two partners used apprentices—young men who worked for several years to learn the trade. However, they often SS.8.A.4.7 Explain were given only simple work. For example, their jobs might include the causes, course, and consequences feeding cotton into the machines and cleaning the mill equip- (industrial growth, subsequent effect on ment. They grew tired of this work and frequently left. Apprentice children and women) James Horton, for example, ran away from Slater’s mill. “Mr. Slater of New England’s textile industry. . . . keep me always at one thing . . . ,” Horton complained. “I might have stayed there until this time and never knew nothing.” Eventually, Slater began to hire entire families who moved to Paw- tucket to work in the mills. This practice allowed Slater to fi ll his labor needs at a low cost. Children as well as adults worked in the mills.

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6-8_SSFLESE607511_C12S1-4.indd 390 10/4/11 9:58:22 AM Primary Source The advertisement requests Why do you think Blackstone more than one family. wants large families? NEWSPAPER ADVERTISEMENT Family Wanted

This advertisement appeared in a Massachusetts newspaper in 1823. In it, a company requests that families come to work at a factory. The practice of hiring entire families was common at the time, especially in Britain. In America, it became known as the Rhode Island system.

ANALYSIS SKILL ANALYZING PRIMARY SOURCES Drawing Conclusions Do you think advertisements like this one had the effect the companies wanted?

On most farms children worked to help owners throughout the Northeast copied Slat- their families. Therefore, few people com- er’s methods. Owners advertised with “Men plained about the hiring of children to work with growing families wanted.” They also in factories. H. Humphrey, an author of books sent recruiters to poor communities to ﬁ nd on raising children, told parents that children new workers. For many people, the chance to needed to be useful. Humphrey wrote, “If he work in a factory was a welcome opportunity [a child] will not study, put him on to a farm, to earn money and to learn a new skill. or send him into the shop, or in some other One of the earliest of the mill towns, way provide regular employment for him.” Slatersville, was named after Samuel Slater. The machines made many tasks in the mill The town was built by Slater and his brother simple enough for children to do. Mill own- John. It included two houses for workers and ers proﬁ ted because they paid children low their families, the owner’s house, the com- wages. Adults usually earned as much in a day pany store, and the Slatersville Mill. The mill as most children did in a week. was the largest and most modern industrial To attract families to his mill, Slater built building of its time. housing for the workers. He also provided The mills employed not only the textile them with a company store where they workers who operated the machinery but could buy necessities. In addition, he started also machine part makers and dam build- the practice of paying workers with credit at ers. Although the company store sold food the company store. Instead of paying the full and necessary items to workers, mill towns price for an item all at once, small payments supported the same variety of businesses any could be made over a period of time. This other town needed to thrive. These included practice allowed Slater to reinvest his money tailors and dressmakers, butchers, and other in his business. small workshops. Slater’s strategy of hiring families and dividing factory work into simple tasks became READING CHECK Summarizing What problem known as the Rhode Island system. Mill did Slater have in his mills, and how did he solve it?

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6-8_SNLAESE484693_C12S1-4.indd 391 7/2/10 12:31:18 PM The Lowell System Not all mill owners followed this system. Francis Cabot Lowell, a businessman from New England, developed a very different approach. His ideas completely changed the textile industry in the Northeast. The Lowell system was based on water- powered textile mills that employed young, unmarried women from local farms. The system included a loom that could both spin thread and weave cloth in the same mill. ACADEMIC Lowell looked at the opportunity costs of VOCABULARY running a mill, and decided to construct opportunity costs boardinghouses, providing his workers with a the expenses of running a room and meals. business; the With fi nancial support from investors benefit that could of the Boston Manufacturing Company, be gained by Lowell’s fi rst textile mill opened in Waltham, using a resource differently Massachusetts, in 1814. “From the fi rst starting of the fi rst power loom there was not . . . SS.8.E.1.1 Ex- doubt about the success,” wrote one inves- amine motivating economic factors tor. In 1822, the company built a larger mill No record exists today of the name of that influenced the this girl, who worked in a mill around development of in a Massachusetts town later named Lowell. 1850. Judging from the photograph, if the United States Visitors to Lowell were amazed by the clean economy over time she were in school today, she would including scarcity, factories and neatly kept boardinghouses as probably be in the seventh or eighth supply and demand, well as the new machinery. grade. Although hard to see in this opportunity costs, photograph, her hands and arms are incentives, profits, The young millworkers soon became and entrepreneurial scratched and swollen—telltale signs of aspects. known as Lowell girls. The mills paid them the hard labor required of young girls between $2 and $4 each week. The workers who worked up to 14 hours per day. paid $1.25 for room and board. These wages were much better than those women could TIME TABLE OF THE LOWELL MILLS earn in other jobs, such as domestic work. Morning Bells Many young women came to Lowell First bell ...... :  from across New England. They wanted the Second bell ...... :  chance to earn money instead of working on Third bell ...... : 

the family farm. “I must of course have some- Dinner (Lunch) Bells thing of my own before many more years Ring out ...... :  have passed over my head,” wrote one young Ring in ...... :  woman. The typical Lowell girl worked at the mills for about four years. Evening Bells Unlike other factory workers, the Lowell Ring out ...... :  Except on Saturday Evenings girls were encouraged to use their free time to take classes and form women’s clubs. They even — e Table of the Lowell Mills, October 21, 1851 wrote their own magazine, the Lowell Offering. Lucy Larcom, who started working at Lowell at age 11, later praised her fellow workers.

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6-8_SSFLAESE607511_C12S1-4.indd 392 1/20/11 1:58:45 PM History Close-up

TextLife of a Mill Girl Girls had to keep their hair pulled back so it did not get caught in the machines, resulting in serious injury—or death. Windows were rarely opened, to prevent air from blowing the threads. The result is a hot, stuffy room.

The air is dirty and causes breathing problems. One visitor remarked, “The atmosphere . . . is charged with cotton filaments and dust, which . . . are very This girl is injurious to the lungs.” straightening threads as they enter the power loom, a job that cut her hands.

Girls must shout to be heard above the noise of the power ANALYSIS looms. Visitors to SKILL ANALYZING VISUALS the mill routinely re- ferred to the sound Judging from the photograph on page 392, of the machines as what might be the condition of the girl’s “deafening.” hands in this illustration? Why?

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6-8_SNLAESE484693_C12S1-4.indd 393 7/2/10 12:32:32 PM Primary Source Bagley believes that most mill girls would leave their jobs if they could. MAGAZINE ARTICLE Sarah G. Bagley Is anyone such a fool as to suppose that out of six thousand factory“ girls in Lowell, sixty would be there if they could help it? and Workers’ Rights Whenever I raise the point that it is immoral to shut us up in a Lowell girl Sarah G. Bagley wrote magazine close room twelve hours a day in the most monotonous and articles and made speeches about working tedious of employment I am told that we have come to the in the mills. She organized workers to help mills voluntarily and we can leave when we will. Voluntarily! . . . change conditions. the whip which brings us to Lowell is necessity. We must have money; a father’s debts are to be paid, an aged mother to be Bagley says that mill supported, a brother’s ambition to be aided and so the facto- girls work to help ries are supplied. Is this to act from free will?. . . Is this freedom? their family members. To my mind it is slavery.” ANALYSIS —Sarah G. Bagley, quoted in The Belles of New England: SKILL ANALYZING PRIMARY SOURCES The Women of the Textile Mills and the Families Whose Wealth They Wove, by William Moran How did Bagley view the idea that workers must endure poor conditions?

“I regard it as one of the privileges [advantages] The wages of factory workers also went of my youth that I . . . [grew] up among those down as people competed for jobs. A wave active, interesting girls, whose lives . . . had prin- of immigration in the 1840s brought people ciple [ideals] and purpose distinctly their own.” from other, poorer countries. They were will- —Lucy Larcom, from A New England Girlhood ing to work for low pay. More immigrants Mill life was hard, however. The work- came to the Northeast, where the mills were day was between 12 and 14 hours long, and located, than to the South. Competition for daily life was carefully controlled. Ringing jobs also came from people unemployed dur- bells ordered workers to breakfast or lunch. ing the ﬁ nancial Panic of 1837. For example, Employees had to work harder and faster to about 50,000 workers in New York City alone keep up with new equipment. Cotton dust lost their jobs. also began to cause health problems, such as chronic cough, for workers. The Beginning of Trade Unions THE IMPACT TODAY READING CHECK Contrasting How was the Facing low wages and the fear of losing Lowell system different from the Rhode Island their jobs, skilled workers formed trade In the 1950s, labor union member- system? unions , groups that tried to improve pay and ship reached its working conditions. Eventually, unskilled peak; about 40 Workers Organize factory workers also formed trade unions. percent of the workforce Factories continued to spread in the 1800s. Most employers did not want to hire union belonged to Craftspeople, who made goods by hand, workers. Employers believed that the higher unions. Today felt threatened. Factories quickly produced cost of union employees prevented competi- only about 12 percent of the low-priced goods. To compete with facto- tion with other manufacturers. working popula- ries, shop owners had to hire more work- Sometimes labor unions staged protests tion belongs to a ers and pay them less. Shoemaker William called strikes. Workers on strike refuse to work labor union. Frazier complained about the situation in until employers meet their demands. Most the mid-1840s. “We have to sit on our seats early strikes were not successful, however. from twelve to sixteen hours per day, to earn Courts and police usually supported compa- one dollar.” nies, not striking union members.

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6-8_SNLAESE484693_C12S1-4.indd 394 7/2/10 12:33:15 PM Labor Reform Efforts Over time, the unions achieved some ACADEMIC VOCABULARY A strong voice in the union movement was concrete legal victories. Connecticut, Maine, New Hampshire, Ohio, Pennsylvania, and a concrete that of millworker Sarah G. Bagley. She specific, real founded the Lowell Female Labor Reform few other states passed 10-hour-workday laws. Association in 1844 and publicized the strug- For factory workers in other states, long gles of factory laborers. The association’s two hours remained common. One witness main goals were to infl uence an investiga- described how children were “summoned by tion of working conditions by the Massachu- the factory bell before daylight” and worked setts state legislature and to obtain a 10-hour until eight o’clock at night “with nothing but workday. Members of the association passed [a] recess of forty-fi ve minutes to get their din- out pamphlets and circulated petitions. ner.” Union supporters continued to fi ght for President Martin Van Buren had granted work reforms such as an end to child labor in a 10-hour workday in 1840 for many federal factories during the 1800s. employees. Bagley wanted this rule to apply READING CHECK Finding Main Ideas to employees of private businesses. These men Why did workers form unions, and what were the and women often worked 12 to 14 hours per main goals of union reformers? day, six days per week. Many working men and women supported the 10-hour-workday campaign, despite the opposition of business owners. SUMMARY AND PREVIEW With the growth In 1845 Sarah Bagley was elected vice presi- of factories, workers faced new opportuni- dent of the New England Working Men’s ties and challenges. In the next section you Association. She was the fi rst woman to will learn about how the Transportation hold such a high-ranking position in the Revolution brought changes to commerce American labor movement. and the daily lives of Americans.

Section 2 Assessment ONLINE QUIZ

Reviewing Ideas, Terms, and People how Slater, Lowell, and Sarah G. Bagley affected 1. a. Identify What problems did many mill owners workers’ lives. have in fi nding workers? Samuel Effect on b. Analyze How did Samuel Slater’s Rhode Island Slater Workers system change employment practices in mills? 2. a. Describe What was life like for mill workers in the Lowell system? Francis Cabot Lowell b. Make Inferences Why would young women have wanted to go to work in the Lowell mills? Sarah G. 3. a. Recall Why did workers form trade unions? Bagley b. Predict What are some possible problems that might arise between factory owners and trade unions? FOCUS ON WRITING Critical Thinking 5. Examining Working Conditions This section 4. Drawing Conclusions Review your notes on mills tells about mill life and conditions for workers. In and workers’ reactions to them. Then copy the the chart you started for the fi rst section, list the graphic organizer to the right and use it to show two labor systems used by mills, the person who developed each, and the benefi ts of each system.

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6-8_SNLAESE484693_C12S1-4.indd 395 7/2/10 12:33:30 PM SECTION The Transportation SS.8.A.1.3, SS.8.A.4.5, SS.8.A.4.6,3 SS.8.A.4.10, SS.8.A.4.13, SS.8.E.2.1, SS.8.E.2.2, SS.8.E.3.1, SS.8.G.2.3, SS.8.G.3.2, SS.8.G.4.4, SS.8.G.4.5, SS.8.G.5.1, Revolution SS.8.G.5.2

What You Will Learn… If YOU were there... Main Ideas You live in a small town in Iowa in the 1860s. You’ve never been 1. The Transportation Revolu- tion affected trade and daily more than 30 miles from home and have always traveled by life. wagon or on horseback. Now there are plans to build a railroad 2. The steamboat was one of the first developments of the westward from Chicago, 200 miles to the east. The tracks will Transportation Revolution. come through your town! Twice a week, trains will bring goods 3. Railroads were a vital part of the Transportation Revolution. from the city and take people farther west. 4. The Transportation Revolu- tion brought many changes to How would the coming of the railroad American life and industry. change your life?

The Big Idea New forms of transportation improved business, travel, and BUILDING BACKGROUND The Industrial Revolution changed communication in the United how goods were made. It brought great changes in the ways that States. many Americans lived. But developments in technology led to major changes in other areas of life, too. New forms of transportation Key Terms and People would bring remote parts of America closer together. Transportation Revolution, p. 396 Robert Fulton, p. 397 Clermont, p. 397 Gibbons v. Ogden, p. 397 Trade and Daily Life Peter Cooper, p. 398 During the 1800s the United States was transformed by a

SS.8.A.4.5 Explain Transportation Revolution — a period of rapid growth in the speed the causes, course, and convenience of travel because of new methods of transporta- and consequences of the 19th cen- tion. The Transportation Revolution created a boom in business tury transportation across the country, particularly by reducing shipping time and costs. revolution on the growth of the nation’s As one foreign observer declared in 1835, “The Americans . . . have economy. joined the Hudson to the Mississippi, and made the Atlantic Ocean communicate with the Gulf of Mexico.” These improvements were made possible largely by the invention of two new forms of transportation: the steamboat and steam- Use the graphic organizer online powered trains. They enabled goods, people, and information to to create a time line with the key travel rapidly and efﬁ ciently across the United States. events in the development of transportation. READING CHECK Finding Main Ideas What benefits did the Transporta- tion Revolution bring to trade and daily life?

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Mississippi River Upstream River Rates Steamboats 10 Deckhands load a Mississippi River steam- 8 boat in Memphis, Tennes- see. By the mid-1800s, 6 hundreds of steamboats traveled up and down 4 American rivers. Steam- Steamboats boats enabled Americans 2 Dollars (per 100 pounds) American and European inventors had devel- to ship more goods farther, faster, and for less money 0 oped steam-powered boats in the late 1700s. than ever before. 1800 1810 1820 1830 However, they were not in wide use until the Year early 1800s. Gibbons v. Ogden Steamboat Era Increased steamboat shipping led to confl ict FOCUS ON In 1803 American Robert Fulton tested his over waterway rights. In 1819 Aaron Ogden John Fitch Inven- fi rst steamboat design in France. Several years sued Thomas Gibbons for operating steam- tor After two years later, he tested the fi rst full-sized commercial of experimentation, boats in New York waters that Ogden said John Fitch built steamboat, called the Clermont , in the United he owned. Gibbons did not have a license the first work- States. On August 9, 1807, the Clermont trav- to operate in New York, but argued that his ing steamboat, “Perseverance,” eled against the current up the Hudson River federal license gave him the right to use New in 1787. The vessel without trouble. Demand for steamboat ferry York waterways. traveled up the service soon arose. In the case of Gibbons v. Ogden, which Delaware River to The steamboat was well suited for river reached the Supreme Court in 1824, the Court Philadelphia for its maiden voyage. travel. It could move upriver and did not rely reinforced the federal government’s author- Fitch continued im- on wind power. Steamboats increased trade ity to regulate trade between the states by proving the design, and profi ts because goods could be moved ending monopolistic control over waterways and in 1790 he started steamboat quickly and thus more cheaply. More than in several states. The ruling freed up waters to service between 500 steamboats were in use in the United even greater trade and shipping. Philadelphia and States by 1840. By the 1850s, steamboats were Trenton. also being used to carry people and goods READING CHECK Summarizing Explain the across the Atlantic Ocean. effects of the Gibbons v. Ogden ruling.

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397_6-8_SSFLAESE607511_C12S1-4 397 2/28/11 2:35:30 PM American Railroads Europe. French economist Michel Chevalier What the steamboat did for water travel, the described Americans as having “a perfect train did for overland travel. Steam-powered passion for railroads.” trains had ﬁ rst been developed in Great Brit- As more railroads were built, engineers ain in the early 1800s. However, they did not and mechanics overcame many tough chal- become popular in the United States until the lenges. Most British railroads, for example, 1830s. In 1830 Peter Cooper built a small but ran on straight tracks across ﬂ at ground. In powerful locomotive called the Tom Thumb. the United States, however, many railroads He raced the locomotive against a horse- had to run up and down steep mountains, drawn railcar. Eyewitness John Latrobe later around tight curves, and over swift rivers. described the race, in which Tom Thumb had Railroad companies also built the tracks a slow start and fell behind. Latrobe wrote, quickly and often with the least expensive “The pace increased, the passengers shouted, materials available. As time went on, engi- the engine gained on the horse . . . then the neers and mechanics built heavier, faster, engine passes the horse, and a great hurrah and more powerful steam locomotives. hailed the victory.” Unfortunately for Coo- By 1860 about 30,000 miles of railroad per, victory was spoiled when Tom Thumb linked almost every major city in the east- broke down and lost the race near the end. ern United States. As a result, the economy VIDEO Despite the defeat, the contest showed surged forward. For example, American loco- Wild West Tech: the power and speed of even a small locomotives hauled more freight than those in Train Tech motive. Railroad fever soon spread. By 1840 any other country. The railroad companies railroad companies had laid about 2,800 quickly became some of the most power- miles of track—more than existed in all of ful businesses in the nation. As the railroad

The Steam Train Piston 1 CONNECT TO SCIENCE AND TECHNOLOGY Boiling water produces steam, which pushes pistons back and forth in a steam engine. These pistons are connected to rods that rotate the wheels of the locomotive. Why does the train have a firebox?

1 As steam follows the path of the white arrows into the cylinder, the pressure pushes the piston in the direction of the large blue arrow. Connecting rods 2 turn the wheel half a turn. 2 When the small valve rod moves, the other valve is blocked, pushing steam into the other side of the cylinder. The pressure moves the piston in the direction of the large blue arrow and the wheel completes a turn.

398 CHAPTER 12

6-8_SNLAESE484693_C12S1-4.indd 398 7/2/10 12:35:54 PM system grew, manufacturers and farmers Riding on the early trains was often an could send their goods to distant markets. adventure, but it could also be quite danger- In addition to their tremendous eco- ous. Engineers trying to stay on time some- THE IMPACT TODAY nomic impact, the railroads made a power- times traveled too fast. English citizen Charles ful impression on the senses of passengers Richard Weld was on a railroad car that fl ew In 1883 four standard time and observers. Trains were the fastest form of off the tracks. To his amazement, the other zones were transportation most people had ever experi- passengers did not complain about the acci- introduced in the enced. While wagons often traveled less than dent. Instead, they praised the engineer for United States to help railroads 2 miles per hour, locomotives averaged about trying to keep on schedule! offer uniform 20 miles per hour. Writer George Templeton Passengers accepted such risks because the train schedules. Strong of New York City described the thrill railroads reduced travel time dramatically. Rail- Today travelers might cross one of a steam train passing by in the night: roads also helped tie communities together. In or more time 1847 Senator Daniel Webster spoke for many zones in a single “Whizzing and rattling and panting, with its fi ery people in the United States when he declared airplane flight. furnace gleaming in front, its chimney vomit- that the railroad “towers above all other inven- ing fi ery smoke above, and its long train of cars rushing along behind like the body and tail of a tions of this or the preceding age.” gigantic dragon— . . . and all darting forward at READING CHECK Drawing Inferences In the rate of twenty miles an hour. Whew!” —George Templeton Strong, quoted in what ways did railroads affect the economy of the The Market Revolution by Charles Sellers United States?

Chimney Regulator Boiler Firebox Fire doors

Water Smoke box

Piston

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6-8_SNLAESE484693_C12S1-4.indd 399 7/2/10 12:36:24 PM e Transportation Routes, 1850 c n e r r w e v ME a i L R Su . N e per t By 1850 the United States already ak ior L S VT E had about 9,000 miles of railroad NH W track. Timber was needed for La ke S H MA railroad ties, cars, and bridges and u n o r ari a t DAKOTA o On 40°N g n L. as fuel for steam locomotives. i NY TERRITORY h

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LA TX GEOGRAPHY SKILLS INTERPRETINGFL MAPS Gulf of Mexico HRW Middle School American History 1. Region Where were most railroads locatedah06se_c11leg010a.ai in 1850? 2. Human-Environment Interaction How doesTransportation this map Routes Map c. 1850 Legend suggest that people modified the landscape?Map Area: 43p wide x 29p high Transportation Revolution 4th proof date - 11/02/04 A New Fuel Approved 11/05/04 Brings Changes The Transportation Revolution also increased The Transportation Revolution brought many the use of certain natural resources that had changes to America. Steamboats and railroads not been important until then. Throughout made getting goods to distant markets much the early Transportation Revolution, wood easier and less costly. People in all areas of the was the primary source of fuel for trains and HRW Middle School American History nation now had access to products made and steamboats, as well as for cooking, light, and ah06se_c11map010a.ai Transportation Routes Map c. 1850grown far away. More than ever before, there heat. As faster locomotives were built, coal Map Area: 43p wide X 29p high was a national economy. The wealth, how- replaced wood as the main source of power. ever, was centered in the North. A half ton of coal produces as much energy Replacement final: 12/20/04 Railroads contributed to the expansion as two tons of wood but at half the cost. Coal of the borders of the nation and guided also became popular for heating homes. population growth. Towns sprang up at rail- Railroads transported the coal from mines to road junctions. Those towns that did not towns and cities. have railroads nearby suffered. Cities grew as As the demand for coal increased, a coal- trains brought new residents and raw materi- mining industry developed in many states, als for industry and construction. The grow- including Pennsylvania, western Virginia, ing prosperity of the nation, especially in the and Illinois. Coal mining changed the land- North, encouraged Americans to take pride scape in a number of ways. New towns, such in their country. as Coal City and Carbondale in Illinois,

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6-8_SNLAESE484693_C12S1-4.indd 400 7/2/10 12:37:38 PM sprang up in places where coal deposits could expanded as people in the growing towns FOCUS ON e c n READING e r r be mined. Miners made deep gashes in the and cities needed wood for houses and fur- w e What causes and v ME a i earth removing the coal. niture. As newspaper publishing increased, L R Su . N effects do you e per t ak ior L S VT E Later, in the 1870s, the demand for coal demand for paper grew. Lumber items see in this NH W section? La increased as the demand for steel grew. Steel became the primary product of New Eng- ke S H MA u n o is made through a smelting process—heating land. Settlers spreading out across the Mid- r ari a t DAKOTA o On 40°N g n L. i NY TERRITORY h iron ore to very high temperatures. Coal was west cut down trees and plowed up prairies

M WI c i i M ss RI is M

s MI e used to ﬁ re the furnaces. Steel, which is much to make farmland. Deforestation, or cutting i e i

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r L a stronger than iron, was increasingly used to down and removing trees, took place on a i i L PA ATLANTIC

R IA Coal OH NJ OCEAN build factories and the machines they pro- large scale. i v City e duced. Steel was also used to make the rails Railroads also caused cities to grow. Some r IL IN DE r ive MD that trains ride on. cities became transportation hubs. Chicago R UNORGANIZED VA D.C. The growing market for steel helped fuel was one such city. Its location on Lake Michi- TERRITORY Ohio KY the need for more railroads. Railroads trans- gan made it an ideal transportation hub, link- Carbondale R i ported steel to places where new factories ing the Midwest to the East and South. MO v

e NC

r TN were being built. Railroads also brought new READING CHECK Analyzing Information INDIAN AR SC steel farming tools and machines to farmers What role did railroads play in the growth of the TERRITORY in the Midwest. Using the new equipment, 30°N coal industry? farmers produced more crops. Railroads then AL GA MS transported their harvests to markets. SUMMARY AND PREVIEW The Transpor- LA TX Effects of Railroads tation Revolution changed the way busi- FL The railroads also played a role in the growth ness was done. In the next section you will Gulf of Mexico of other businesses. The logging industry learn about more technological advances.

Section 3 Assessment ONLINE QUIZ Reviewing Ideas, Terms, and People Critical Thinking 1. a. Identify What forms of transportation were 5. Identifying Effects Review your time line on the improved or invented at this time? steamboat and the locomotive. Then copy the b. Explain What effect did the Transportation chart below and use it to show how they affected Revolution have on the United States? business, travel, and communication in the HRW Middle School American History 2. a. Describe What were the beneﬁ ts of steamboat travel? United States. ah06se_c11map010a.ai b. Analyze What effect did the ruling in the Transportation Routes Map c. 1850 Gibbons v. Ogden case have on federal government? Steamboat Effects Map Area: 43p wide X 29p high 3. a. Describe What event showed the power and Replacement final: 12/20/04 speed of locomotives? b. Draw Conclusions How did railroads affect trade and business in the United States? Locomotive c. Elaborate Why do you think Americans were fascinated by railroads? 4. a. Describe What physical obstacles did railroad construction in the United States face? FOCUS ON WRITING b. Analyze What effects did the Transportation 6. Describing Travel Inventions Add the steamboat Revolution have on the U.S. economy? and locomotive to your list. Note the individu- c. Elaborate Do you think the Transportation als involved in their development as well as how Revolution played a role in deforestation? Explain. these new methods of travel changed life for people in the United States.

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6-8_SNLAESE484693_C12S1-4.indd 401 7/2/10 12:38:07 PM SECTION More Technological SS.8.A.1.2, SS.8.A.4.3, SS.8.A.4.6,4 SS.8.A.4.10, SS.8.E.1.1, SS.8.E.2.1 Advances

What You Will Learn… If YOU were there... Main Ideas You own a small shop in Chicago, Illinois, in the 1850s. You sell 1. The telegraph made swift ladies’ hats and gowns. When you need more hats, you send a communication possible from coast to coast. letter to the manufacturer in New York. Sometimes it takes weeks 2. With the shift to steam power, for the letter to get there. One day, the owner of the shop next businesses built new factories closer to cities and door tells you about a wonderful new machine. It can send orders transportation centers. from Chicago to New York in just minutes! 3. Improved farm equipment and other labor-saving devices How would a machine like this change your business? made life easier for many Americans. 4. New inventions changed lives in American homes. BUILDING BACKGROUND The Industrial and Transportation The Big Idea Revolutions had far-reaching effects on Americans’ lives. They led to Advances in technology led to still more innovations in technology. Some of the new machines and new inventions that continued devices speeded up processes for business owners. Others made to change daily life and work. life easier for people at home.

Key Terms and People Samuel F. B. Morse, p. 402 Telegraph Speeds Communication telegraph, p. 402 In 1832 Samuel F. B. Morse perfected the telegraph — a device Morse code, p. 403 that could send information over wires across great distances. To John Deere, p. 404 Cyrus McCormick, p. 404 develop the telegraph, Morse studied electricity and magnetism. In Isaac Singer, p. 405

Time Line

Use the graphic organizer online to American Inventions 1831 Cyrus McCormick take notes on the new advances in invents the mechanical reaper. technology listed in this section. Harvesting grain becomes eight times more efficient.

179 8 Eli Whitney proposed the idea of mass producing guns. Machines like this one made it possible for workers to make interchangeable parts efficiently.

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6-8_SSFLAESE607511_C12S1-4.indd 402 1/20/11 2:00:18 PM time, Morse put the work of other scientists B IOGRAPHY together in a practical machine. The telegraph sent pulses, or surges, of Samuel F. B. Morse electric current through a wire. The tele- (1791–1872) graph operator tapped a bar, called a tele- Like steamboat creator Robert Fulton, graph key, that controlled the length of each Samuel F. B. Morse began his career as pulse. At the other end of the wire, these a painter rather than as an inventor. In pulses were changed into clicking sounds. A 1832 Morse was a widower struggling short click was called a dot. A long click was to raise his three children alone. He became interested in the idea of sending called a dash. Morse’s partner, Alfred Lewis messages electrically. Morse hoped he Vail, developed a system known as Morse could invent a device that would earn him code — different combinations of dots and enough money to support his family. Even- dashes that represent each letter of the alpha- tually, earnings from the telegraph made bet. For example, dot dot dot, dash dash dash, Morse extremely wealthy. dot dot dot is the distress signal called SOS. Skilled telegraph operators could send and Drawing Conclusions What motivated receive many words per minute. Morse to invent the telegraph? Several years passed before Morse was able to connect two locations with telegraph wires. Despite that achievement, people The telegraph grew with the railroad. doubted his machine. Some people did not Telegraph companies strung their wires on think that he was reading messages sent poles along railroads across the country. They from miles away. They claimed that he was established telegraph offi ces in many train making lucky guesses. stations. Thousands of miles of telegraph Morse’s break came during the 1844 line were added every year in the 1850s. Democratic National Convention in Balti- The fi rst transcontinental line was fi nished more, Maryland. A telegraph wired news of in 1861. By the time he died in 1872, Morse the presidential candidate’s nomination to poli- was famous across the United States. ticians in Washington. The waiting politicians responded, “Three cheers for the telegraph!” READING CHECK Identifying Cause and Effect Telegraphs were soon sending and receiving What event led to the widespread use of the tele- information for businesses, the government, graph, and what effect did the telegraph have on newspapers, and private citizens. cross-country communications?

1837 John Deere invents the steel plow. The tough prairie sod can be cut and the thick soil ploughed without having to constantly clean the plow.

1832 Samuel F. B. Morse invents the telegraph. Long-distance communication becomes almost instantaneous.

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6-8_SNLAESE484693_C12S1-4.indd 403 7/2/10 12:43:16 PM SS.8.A.4.10 Steam Power and Improved Farm Equipment Analyze the impact of technological New Factories During the 1830s, technology began trans- advancements on the agricultural economy At the start of the Industrial Revolution, most forming the farm as well as the factory. In and slave labor. factories ran on waterpower. In time, however, 1837 blacksmith John Deere saw that friends factory owners began using steam power. This in Illinois had diffi culty plowing thick soil shift brought major changes to the nation’s with iron plows. He thought a steel blade industries. Water-powered factories had to be might work better. His design for a steel plow built near streams or waterfalls. In contrast, was a success. By 1846 Deere was selling 1,000 steam power allowed business owners to build plows per year. factories almost anywhere. Yet the Northeast In 1831 Cyrus McCormick developed was still home to most of the nation’s indus- a new harvesting machine, the mechani- try. By 1860 New England alone had as many cal reaper, which quickly and effi ciently cut factories as the entire South did. down wheat. He began mass producing his reapers in a Chicago factory. McCormick ACADEMIC Some companies decided to build their VOCABULARY factories closer to cities and transportation used new methods to encourage sales. His incentives centers. This provided easier access to work- company advertised, gave demonstrations, advantages ers, allowing businesses to lower wages. Being and provided a repair and spare parts depart- closer to cities had other incentives, such as ment. He also let customers buy on credit. reduced shipping costs. Cities soon became The combination of Deere’s plow and the center of industrial growth. People from McCormick’s reaper allowed Midwestern rural areas as well as foreign countries fl ocked farmers to plant and harvest huge crop fi elds. to the cities for factory jobs. By 1860, U.S. farmers were producing more Factory workers improved the designs of than 170 million bushels of wheat and more many kinds of machines. Mechanics invented than 800 million bushels of corn per year. SS.8.E.1.1 Ex- tools that could cut and shape metal, stone, READING CHECK Summarizing What market- amine motivating and wood with great precision. By the 1840s economic factors ing methods did McCormick use to help sell his that influenced the this new machinery was able to produce development of farm equipment? the United States interchangeable parts. Within a short period economy over time of time, the growing machine-tool industry including scarcity, supply and demand, was even making customized equipment. opportunity costs, incentives, profits, and entrepreneurial READING CHECK Finding Main Ideas What aspects. changes resulted from the shift to steam power?

American Inventions (continued) 1849 Walter Hunt invents the safety pin.

1851 Isaac Singer improves the sewing machine. The production and repair of clothing becomes much easier.

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6-8_SSFLAESE607511_C12S1-4.indd 404 2/4/11 4:08:24 PM Changing Life at Home include matches, introduced in the 1830s, THE IMPACT and the safety pin, invented in 1849. All of TODAY Many inventions of the Industrial Revolu- these inventions helped make life at home New inventions, tion simply made life easier. When Alexis more convenient for an increasing number such as cell de Tocqueville of France visited the United phones, laptop of Americans. States in the early 1830s, he identifi ed what computers, and wireless Internet, he called a very American quality. READING CHECK Analyzing How did labor- continue to make saving inventions affect daily life? life easier and “[Americans want] to be always making life more more convenient comfortable and convenient, to avoid trouble, for people today. and to satisfy the smallest wants [desires] without effort and almost without cost.” SUMMARY AND PREVIEW New machines —Alexis de Tocqueville, from Democracy in America and inventions changed the way Americans The sewing machine, fi rst invented by lived and did business in the early 1800s. Elias Howe, a factory apprentice in Lowell, In the next chapter you will learn how agri- Massachusetts, was one of these conven- cultural changes affected the South. iences. Isaac Singer then made improve - ments to Howe’s design. Like McCormick, Singer allowed customers to buy his machines Section 4 Assessment on credit and provided service. By 1860 ONLINE QUIZ Singer’s company was the world’s largest Reviewing Ideas, Terms, and People maker of sewing machines. 1. a. Describe How did the telegraph work? Other advances improved on every- b. Predict What impact might the telegraph have on the day items. In the 1830s, iceboxes cooled by future of the United States? large blocks of ice became available. Iceboxes 2. a. Describe How did water-powered factories differ from stored fresh food safely for longer periods. steam-powered factories? Iron cookstoves began replacing cooking fi res b. Explain How did the shift to steam power lead to the and stone hearths. growth of cities? 3. a. Identify What contributions did Cyrus McCormick and Companies also began to mass produce John Deere make to farming? earlier inventions. This allowed many fami- b. Analyze What effect did new inventions have on agri- lies to buy household items, such as clocks, culture in the United States? that they could not afford in the past. For 4. a. Identify What inventions improved life at home? example, a clock that cost $50 in 1800 was b. Evaluate Which invention do you think had the great- selling for only $1.50 by the 1850s. Addi- est effect on the daily lives of Americans? Why? tional useful items created during this period Critical Thinking 5. Supporting a Point of View Review your notes on technological advances and their effects. Then create a graphic organizer like the one below that shows the top three 1859 Manufactured goods become more advances you think are most important and why. valuable than agricultural goods in the country’s economy for the first time. The United States is Most Important Why becoming a modern industrial nation.

FOCUS ON WRITING

ANALYSIS SKILL READING TIME LINES 6. Describing Technological Advances Add notes about the inventions mentioned in this section to your chart. Think Which two inventions improved about which invention you will use for your newspaper American agriculture? advertisement.

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6-8_SSFLESE607511_C12S1-4.indd 405 10/4/11 10:00:26 AM Social Studies Skills

Analysis Critical Thinking Civic Study Participation

Personal Conviction and Bias

Define the Skill or opinion. One of the most damaging effects of bias, and a good reason for trying to avoid it, is that Everyone has convictions, or fi rmly held beliefs. it can prevent us from learning new things. However, when we let our beliefs automatically slant The following precautions can help you to or shape our point of view on topics, we may be reduce the amount of bias you hold and express. showing bias. Bias is a fi xed idea or opinion about 1 When discussing a topic, keep in mind beliefs someone or something. Some bias is based on a set and experiences in your own background that of ideas about a group to which the person or thing might affect how you feel about the topic. belongs. This type of bias is called a stereotype. If the group is defi ned by race, religion, age, gender, or 2 Try to not mix statements of fact with state- similar characteristics, the bias is known as prejudice. ments of opinion. Clearly separate and indicate Bias, stereotypes, and prejudice are not always what you know to be true from what you believe negative in nature. They include favorable opinions to be true. too. For example, the belief that a student is good 3 Avoid using emotional, positive, or negative at math because that person is male is a bias that words when communicating factual information. shows both stereotyping and prejudice. We should always be on guard for the pres- ence of personal bias. Eliminating stereotyping and Practice the Skill prejudice is particularly important. However, even “good” biases can slant how we view, judge, and In 1834 Tennessee congressman Davy Crockett vis- communicate information. Honest and accurate ited the textile mills at Lowell, Massachusetts. Read communication requires that the information and his account of the “Lowell girls” who worked in the ideas we express be as free of bias as possible. factory and complete the activity below. “Here are thousands [of young women], useful to others, Learn the Skill . . . with the prospect before them of future comfort and respectability . . . There are more than fi ve thousand Not all beliefs are biases, even if those beliefs are females employed in Lowell; and when you come to see strongly held. Biases are beliefs that have little or no the amount of labour performed by them, in superin- evidence to support them. The more unreasonable tending [operating] the different machinery, you will be a person’s view is in light of facts and evidence, the astonished. more likely it is that the belief is a bias. ” Another characteristic of bias is the person’s Suppose that you were a “Lowell girl” who has reluctance to question his or her belief if it is chal- just read this account of Crockett’s visit. Write a lenged by evidence. Sometimes people stubbornly letter to the editor of the Lowell Offering reacting cling to views that overwhelming evidence proves to the biases and stereotypes about women that wrong. This is why bias is defi ned as a “fi xed” idea Crockett shows in his account.

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6-8_SNLAESE484693_C12SK.indd 406 8/2/10 11:54:13 AM History’s Impact ▲ CHAPTER video series Chapter Review Review the video to answer 12 the closing question: How do you think ease of travel has affected U.S. Visual Summary population centers? Use the visual summary below to help you review the main ideas of the chapter.

Reviewing Vocabulary, Comprehension and Terms, and People Critical Thinking Complete each sentence below by ﬁ lling in the blank SECTION 1 (Pages 384–389) with the correct term or person from the chapter. 7. a. Identify What ideas did Eli Whitney want to 1. The system of ______was developed to apply to the manufacture of guns? represent letters of the alphabet when sending b. Analyze How did the War of 1812 lead to a telegraph messages. boom in manufacturing in the United States? 2. The first American woman to hold a high- c. Elaborate Why do you think the Industrial ranking position in the labor movement was Revolution began in Great Britain rather than in ______. the United States? 3. The ______was a period of rapid growth in the use of machines and manufacturing. SECTION 2 (Pages 390–395) 4. The first locomotive in the United States was 8. a. Describe What was mill life like? built by ______. b. Draw Conclusions How did the Rhode Island 5. Workers would sometimes go on ______to system and the Lowell system change the lives force factory owners to meet their demands for of American workers? better pay and working conditions. c. Evaluate Were reformers such as Sarah G. 6. The ______industry, which produced Bagley effective in improving labor conditions? cloth items, was the first to use machines for Why? manufacturing.

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6-8_SNLAESE484693_C12RT.indd 407 7/2/10 1:00:28 PM SECTION 3 (Pages 396–401) Reading Skills 9. a. Describe How were Americans affected by Causes and Effects in History Use the Reading Skills the introduction of steamboats? taught in this chapter to answer the question about the b. Make Inferences How did railroad compa- reading selection below. nies become some of the most powerful businesses in the country? Many young women came to Lowell from c. Elaborate What was the most important across New England. They wanted the chance result of the Transportation Revolution? Why? to earn money instead of working on the family farm. (p. 392) SECTION 4 (Pages 402–405) 10. a. Recall What important change took place in how factories were powered? 14. According to the passage above, what was a cause for moving to Lowell? b. Draw Conclusions How did the telegraph affect communication in the United States? a. working long hours c. Evaluate Do you think moving factories close b. earning money to cities helped or hurt working life? Explain. c. meeting people d. working on a farm Reviewing Themes 11. Science and Technology What are the three Social Studies Skills most important inventions of the Industrial Personal Conviction and Bias Use the Social Studies Revolution? Why? Skills taught in this chapter to answer the question about 12. Economics What was the overall effect of the the reading selection below. Industrial Revolution on the U.S. economy? “Is anyone such a fool as to suppose that out of six thousand factory girls in Lowell, sixty would be there if they could help it?” Using the Internet —Sarah G. Bagley, quoted in The Belles of New England 13. Activity: Marketing Plan The Industrial Revolu- by William Moran tion changed the way goods were produced. New inventions created easier, faster, or com- 15. Do you think that Bagley’s opposition to the pletely new ways of doing things. Using the Lowell system was unfairly biased? Why or online textbook, research inventions made why not? between 1790 and 1860. Then create a plan for how to sell one of the inventions. In your plan, identify the problems the invention will fix, FOCUS ON WRITING your target audience, and how the invention should be advertised and sold. 16. Writing Your Newspaper Advertisement Look over your chart, and choose one invention for your advertisement. Then answer these questions to help you plan your advertisement: Who is your audience? Who will buy this invention? How will the invention benefit this audience? What words or phrases will best persuade this audience? Once you have answered these questions, design your advertisement. To draw readers’ attention to your ad, include an illustration, a catchy heading, and a few lines of text.

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6-8_SNLAESE484693_C12RT.indd 408 7/2/10 1:00:58 PM CHAPTER12 Florida Standardized Test Practice

DIRECTIONS: Read each question and write the % Eli Whitney’s idea of interchangeable parts letter of the best response. resulted in A the dominance of American manufacturing. ! The fi rst machines of the Industrial Revolu- B the beginning of the Industrial Revolution. tion were powered by C a rapid expansion of railroads. A electricity. D the mass production of goods. B water. C animals. ^ The inventions of John Deere and Cyrus D coal. McCormick A improved communication. @ The earliest important evidence of the Indus- B introduced two new factory labor systems. trial Revolution in America was found in C helped increase agricultural production in the A the way cotton was processed for market. United States. B the production of tobacco products. D led to manufacturing breakthroughs in the C the manufacture of cloth and thread. textile industry. D the construction of the fi rst steam railroads. & Read the following passage written by a # Which of the following was a development textile worker and use it to answer the of the Transportation Revolution of the question below. mid-1800s? A automobiles “The little money I could earn—one dollar B wind-powered boats a week, besides the price of my board— C diesel freighters was needed in the family, and I must return D steam-powered trains [from home] to the mill . . . I began to refl ect on life rather seriously for a girl of twelve or $ What change in technology allowed busi- thirteen. What was I here for? What would I ness owners to sell their goods in markets make of myself? . . . We did not forget that across the country? we were working girls . . . clearing away A the Lowell system a few weeds from the overgrown track of B the growth of railroads independent labor for other women . . . [so C the invention of the telegraph that] no real odium [disrespect] could be D the Arkwright system attached to any honest toil that any self- respecting woman might undertake.” —from A New England Girlhood by Lucy Larcom (1824–1893)

Document-Based Question How did Larcom see the role of women changing in the workforce?

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6-8_SSFLAESE607511_C12RT.indd 409 1/18/11 6:38:04 AM