Standard 7 Students will explain the process of economic growth, its regional and national impact in...

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Standard 7 Students will explain the process of economic growth, its regional and national impact in the first half of the 19 th century, and the different responses to it.

Transcript of Standard 7 Students will explain the process of economic growth, its regional and national impact in...

Page 1: Standard 7 Students will explain the process of economic growth, its regional and national impact in the first half of the 19 th century, and the different.

Standard 7Students will explain the process of economic growth, its regional and national impact in the first half of the 19th century, and the different responses to it.

Page 2: Standard 7 Students will explain the process of economic growth, its regional and national impact in the first half of the 19 th century, and the different.

A

Page 3: Standard 7 Students will explain the process of economic growth, its regional and national impact in the first half of the 19 th century, and the different.

Industrial RevolutionIt was an ongoing

effort over many decades to increase production by using machines powered by sources other than humans or animals.

The most important invention at this time was the steam engine by James Watts.

Page 4: Standard 7 Students will explain the process of economic growth, its regional and national impact in the first half of the 19 th century, and the different.

The Cotton Gin

It is a machine that separates the seeds from raw cotton fibers.

It was invented by Eli Whitney.

Gin is short for engine.

Page 5: Standard 7 Students will explain the process of economic growth, its regional and national impact in the first half of the 19 th century, and the different.

The Effects of the Cotton Gin

Profit per pound of cotton skyrocketed, and with it the amount of cotton planted for harvest.

Many southern planters began to depend on cotton as their only major crop.

Planters began to expand their land holdings.Planters increased the importation and breeding of

slaves to keep up with the demand for cotton.Between 1790 and 1820, the slave population rose from

700,000 to 1.5 million.

Page 6: Standard 7 Students will explain the process of economic growth, its regional and national impact in the first half of the 19 th century, and the different.

· Invented by Eli Whitney in 1793, in Georgia.· "Cleaned" the cotton by removing the seeds.· Increased daily production rates from one pound per day, per worker, to as much as 50 pounds per day, per worker.

These statements are describing theA. cotton gin.B. grist mill.C. John Deere plow.

D. McCormick reaper.

Page 7: Standard 7 Students will explain the process of economic growth, its regional and national impact in the first half of the 19 th century, and the different.

The cotton gin was an important invention because   A) it inadvertently led to the spread of slavery.   B) it made cotton much easier for slaves to pick.   C) it caused people to stop needing so much cotton.   D) it angered northern farmers who could afford it.

Page 8: Standard 7 Students will explain the process of economic growth, its regional and national impact in the first half of the 19 th century, and the different.

Which statement is the BEST description of the immediate effect of the cotton gin on cotton production in the south?  A) Although now easier to produce, cotton was still less profitable than rice and tobacco.  B) Daily rates of production rose from 1 pound of cotton per slave to as much as 50 pounds per slave.  C) Daily rates of production rose from 20 pounds of cotton per slave to as much as 40 pounds per slave.  D) It had little effect on cotton production because the machines were too expensive for most planters to purchase.

Page 9: Standard 7 Students will explain the process of economic growth, its regional and national impact in the first half of the 19 th century, and the different.

B

Page 10: Standard 7 Students will explain the process of economic growth, its regional and national impact in the first half of the 19 th century, and the different.

Manifest Destiny

It is the belief that the US was supposed to cover the whole of the North American continent.

From sea to shining sea.

James K. Polk was the president most associated with this concept.

Page 11: Standard 7 Students will explain the process of economic growth, its regional and national impact in the first half of the 19 th century, and the different.
Page 12: Standard 7 Students will explain the process of economic growth, its regional and national impact in the first half of the 19 th century, and the different.

The concept of Manifest Destiny meant it was providential that American settlersA. Build railroads to encourage trade between

regions

B. Settle the United States from the Atlantic to the Pacific Ocean

C. Establish river towns to encourage the use of steam power

D. Ban slavery in all new states entering the Union

Page 13: Standard 7 Students will explain the process of economic growth, its regional and national impact in the first half of the 19 th century, and the different.

Whose Presidency was MOST concerned with fulfilling the country's Manifest Destiny?  A) John Adams  B) James K. Polk  C) Andrew Johnson  D) William H. Harrison

Page 14: Standard 7 Students will explain the process of economic growth, its regional and national impact in the first half of the 19 th century, and the different.

Overland TrailsPeople began to travel

across the Great Plains following the Oregon Trail, Santa Fe Trail, and the Mormon Trail.

The trip could take up to six months and cost up to $1000.

The pioneers and Native Americans got along quite well in the beginning.

Problems didn’t begin until the 1850s.

Page 15: Standard 7 Students will explain the process of economic growth, its regional and national impact in the first half of the 19 th century, and the different.

Why move West?Acquisition of lands held by Native AmericansEconomic Pressure:

North: War and embargo had lessened opportunitySouth: New lands needed for cotton cultivation

Improved Transportation:Railroads, canals, roads and steam power made travel

much easier than in previous times.

Immigration:Europeans were attracted by the lure of cheap land, not

something to be found in most of Europe.

Page 16: Standard 7 Students will explain the process of economic growth, its regional and national impact in the first half of the 19 th century, and the different.

In the early 1800s, many people in the United States migrated westwards because  A) of the growing timber industry.  B) of the availability of farmland.  C) transportation was easy thanks to the Transcontinental Railroad.  D) they wanted to escape slavery, which was illegal in western territories.

Page 17: Standard 7 Students will explain the process of economic growth, its regional and national impact in the first half of the 19 th century, and the different.

C

Page 18: Standard 7 Students will explain the process of economic growth, its regional and national impact in the first half of the 19 th century, and the different.

The Temperance Movement It was an organized

campaign to eliminate alcohol consumption.

They taught abstinence from alcohol.

Women reformers in particular saw drinking as a threat to family life.

This movement had a dramatic impact on the amount of alcohol consumed between the 1830s and the 1860s.

Page 19: Standard 7 Students will explain the process of economic growth, its regional and national impact in the first half of the 19 th century, and the different.

The Abolitionist Movement

This is the movement to end slavery.

It was started by a group of free African Americans and whites in the 1830s.

The movement steadily increased the tensions between the North and the South.

Page 20: Standard 7 Students will explain the process of economic growth, its regional and national impact in the first half of the 19 th century, and the different.

The Beginnings

From 1777 to 1807, every state north of Maryland passed laws abolishing slavery.

The importing of slaves ended in 1808.

By the end of the 1820s, nearly 50 African American antislavery groups had formed throughout the nation.

Page 21: Standard 7 Students will explain the process of economic growth, its regional and national impact in the first half of the 19 th century, and the different.

Colonization

Some abolitionists favored sending free African Americans and freed slaves back to Africa.

The nation of Liberia was created for this purpose.

Most African Americans viewed themselves as American and did not want to return to Africa.

Colonization was thereby doomed to failure.

Page 22: Standard 7 Students will explain the process of economic growth, its regional and national impact in the first half of the 19 th century, and the different.

Public School

The idea of public school began in New England.

The reasoning being that people needed to be able to read the Bible.

Horace Mann became a leader in the educational reform movement.He promoted the idea of public education for

all.

Page 23: Standard 7 Students will explain the process of economic growth, its regional and national impact in the first half of the 19 th century, and the different.

Horace Mann is MOST associated with what issue during the 19th Century?  A) child labor  B) education reform  C) women's suffrage  D) abolition movement

Page 24: Standard 7 Students will explain the process of economic growth, its regional and national impact in the first half of the 19 th century, and the different.

Who led reform of America’s public school system in the 1800s?A. Elizabeth Cady Stanton

B. Andrew Jackson

C. Eli Whitney

D. Horace Mann

Page 25: Standard 7 Students will explain the process of economic growth, its regional and national impact in the first half of the 19 th century, and the different.

D

Page 26: Standard 7 Students will explain the process of economic growth, its regional and national impact in the first half of the 19 th century, and the different.

Cultural and Legal Limits on Women

Most people believed that women should remain in the home.

Most states didn’t even consider the possibility of giving women the right to vote.

As women began to work outside of the home, they generally could not keep the money they earned.

Page 27: Standard 7 Students will explain the process of economic growth, its regional and national impact in the first half of the 19 th century, and the different.

Which statement BEST describes women's suffrage for much of the first century of the United States' history?  A) the federal government barred women from voting  B) women were allowed to vote in most northern states  C) most state Constitutions did not address the issues of women's suffrage  D) women could vote only if their husbands gave them legal permission to do so

Page 28: Standard 7 Students will explain the process of economic growth, its regional and national impact in the first half of the 19 th century, and the different.

Fighting for Reform

Women played a prominent role in nearly every avenue of reform, from temperance to abolition.

Page 29: Standard 7 Students will explain the process of economic growth, its regional and national impact in the first half of the 19 th century, and the different.

The Seneca Falls Convention

It was the first women’s rights convention in U.S. history.

The convention was led by Elizabeth Cady Stanton and Lucretia Mott.

It called for suffrage.The convention lead to

considerable public criticism.

Page 30: Standard 7 Students will explain the process of economic growth, its regional and national impact in the first half of the 19 th century, and the different.

Lucretia Mott and Elizabeth Cady Stanton organized a national meeting at Seneca Falls in 1848. The primary purpose of this convention was to organize the  A) abolition movement.  B) temperance movement.  C) women’s suffrage movement.  D) Native American assistance movement.

Page 31: Standard 7 Students will explain the process of economic growth, its regional and national impact in the first half of the 19 th century, and the different.

E

Page 32: Standard 7 Students will explain the process of economic growth, its regional and national impact in the first half of the 19 th century, and the different.

Jacksonian DemocracyPolitics of the Common ManUniversal male suffrage

Improved educationState suffrage laws (no religious or property clauses)

Party nominating conventionsPopular elections of electoral college

SC was the only state to have legislature chooseTwo Party system

Large political parties are needed to campaign to the electorate

Spoils SystemThe giving of government jobs to political supportersJackson was a strong supporter of this system

Page 33: Standard 7 Students will explain the process of economic growth, its regional and national impact in the first half of the 19 th century, and the different.

The period of "Jacksonian Democracy" can be characterized by  A) greater influence of land-owning citizens.  B) elimination of the Spoils System in government.  C) a decrease in the power of the Executive Branch.  D) increasing the right to vote in the United States.

Page 34: Standard 7 Students will explain the process of economic growth, its regional and national impact in the first half of the 19 th century, and the different.

"Jacksonian Democracy" is associated with what political party?  A) Democrat  B) Federalist  C) Republican  D) Whig

Page 35: Standard 7 Students will explain the process of economic growth, its regional and national impact in the first half of the 19 th century, and the different.

Jackson and the Indians

Jackson’s democracy was not extended to Native Americans.He was openly hostile to them, as he had

been in the militaryIn 1830 he signed the Indian Removal Act

that sent Native Americans West of the Mississippi to live on reservationsThis led to the Trail of Tears

He also defied the Supreme Court ruling in Worcester v. Georgia

Page 36: Standard 7 Students will explain the process of economic growth, its regional and national impact in the first half of the 19 th century, and the different.

·More than 45,000 American Indians were relocated to the West ·About 100 million acres of Indian land was ceded to the U.S.·The Treaty of New Echota was signed, giving up all Cherokee land in Georgia ·Almost 4,000 Cherokee died on what became known as the Trail of Tears

These statements are describing events from the presidency of  A) John Marshall.  B) Andrew Jackson.  C) James Buchanan.  D) Winfield Scott.

Page 37: Standard 7 Students will explain the process of economic growth, its regional and national impact in the first half of the 19 th century, and the different.

The Nullification Crisis

Although Jackson was a states’ rights supporter, he was also a Unionist

The Nullification Crisis exploded over the Tariff of 1828, a large tariff on imports

SC held a secession convention and passed a resolution not to collect the tariff. Jackson threatened to send troops.

A compromise was reached when the tariff was lowered and SC disbanded the convention

Page 38: Standard 7 Students will explain the process of economic growth, its regional and national impact in the first half of the 19 th century, and the different.

Jacksonian Democracy in Perspective

Jackson helped to develop the 2 party systemHis methods of campaigning were important to help

bring democracy to the common man.By the election of 1840, an unbelievable 78% of eligible

voters turned out for the election.This is testament to the democratic forces unleashed by

Jackson and his supportersHis record as a politician is less democratic, with the

Indian Removal Act, defying the Supreme Court, and the threat of military action against South Carolina

He was successful in opening up shipping ports in the West Indies.

Page 39: Standard 7 Students will explain the process of economic growth, its regional and national impact in the first half of the 19 th century, and the different.

"Jacksonian Democracy" is associated with which of these characteristics?  A) suffrage for all people in the United States  B) voting rights extended to all adult, white males  C) a nation governed by upper and middle class educated property owners  D) laws promising full political equality regardless of race, sex, or wealth