Name: __________________________ Date: ___________ Suchopar Social Studies 7

Unit 7:

War, Sectionalism, and Progress

MYP Inquiry Statement:

What are the consequences of progress?

Name: ____________________________________ Date: _________ Social Studies 7 The New Nation

James Madison: Our Nation’s Fourth President

“If men were angels, no government would be necessary.”-James Madison

Thomas Jefferson chose to leave office after two terms. In the election of 1808, James Madison became the fourth president of the United States. We will watch a brief video biography of Madison. While watching the video, write at least six facts that you learn about Madison’s life.

Causes of the War of 1812Directions: Read the following cartoon about the Causes of the War of 1812, and then answer the questions that follow.

Giving in to pressure from War Hawks like Henry Clay, James Madison asked Congress to declare WAR with Britain. On June 18th, 1812, the War of 1812 officially began!

1. What happened to the American ship, Chesapeake, and its sailors? ___________________________________________________

2. How were the British helping Native Americans in the Northwest Territory? ________________________________________

3. What did the War Hawks urge President Madison to do? __________________________________________________________

4. What lands did the War Hawks hope the United States would gain from war with Britain? ___________________________

5. Based on the cartoon and your answers to questions 1-4, cite THREE specific causes of the War of 1812: ____________________________________________________________________________________________________________ ____________________________________________________________________________________________________________ ____________________________________________________________________________________________________________

The major foreign policy decision confronting Madison was how to handle continued British impressment of American sailors. Impressment had been going on since Washington’s presidency. The excerpts below are from Madison’s message to Congress asking Congress for a declaration of war against Britain:

Special Message to Congress on the Foreign Policy Crisis -- June 1, 1812

“…The conduct of [Britain’s] government presents a series of acts hostile to the United States as an independent and neutral nation...

…British cruisers have been in the continued practice of violating the American flag on the great highway of nations, and of seizing and carrying off persons sailing under it…

Conduct: Behavior Hostile: Unfriendly

Directions: Choose ONE of the three categories below to respond to based on the above passage. YOU SHOULD NOT ANSWER ALL THREE!

Main Idea

Question

Connection

…British cruisers have been in the practice also of violating the rights and the peace of our coasts. They hover over and harass our entering and departing commerce...and have…spilt American blood within the sanctuary of our territorial jurisdiction.”

Commerce: TradeSanctuary: Place of safety Our Territorial Jurisdiction: Territory owned and controlled by the U.S.

Directions: Choose ONE DIFFERENT CATEGORY below to respond to based on the above passage. YOU SHOULD NOT ANSWER ALL THREE!

Main Idea

Question

Connection

Name: __________________________________ Date:__________

Social Studies 7 The New Nation

Why do we listen to music?

__________________________________________________________________________________________________________________________________________

Directions: Write or sketch how/what you feel while listening to each song played.

First Song Second Song Third Song

Last Song

Music creates different feelings and emotions. How does the last song create a historical “snapshot” for us? _____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Name: __________________________________ Date: __________ Social Studies 7 The New Nation

The War of 1812

After considering all of the opinions of the different groups of people in the United States, President Madison asked the U.S. Congress for a declaration of War against Great Britain on June 1, 1812.

Although it was called the War of 1812, the war lasted until 1814. For the first year and a half of the war, the fighting focused on American attempts to take over Canada, and some scattered naval battles between the U.S. and Britain.

By 1814 the British were finally finished with their war in France. As a result, they began to focus more attention and energy on the war against the United States. They turned their attention towards Washington, DC.

Why would the British choose to attack Washington, DC? _____________________________________

_____________________________________

The British sailed into Chesapeake Bay and then marched towards Washington, D.C. President Madison and other government leaders had to escape from the city to avoid being captured by the Redcoats. President Madison’s wife, Dolley, gathered her husband’s important papers and a portrait of George Washington before evacuating. The Redcoats took over the city, burning many government buildings – including the White House and the Capitol!

After the British had taken control of and destroyed the public buildings in Washington, DC, they headed north to the vital port city of Baltimore, Maryland. The Americans were very upset about the loss of their capital. The British thought that if they could take Baltimore, it would be the end of the Americans.

When the British attacked Baltimore, one of the most important battles was called the Battle of Fort McHenry. A young lawyer named Francis Scott Key, who had been sent by President Madison to negotiate with the British, witnessed the battle. After the activity subsided, he saw the American flag still flying over the fort. He wrote about what he saw in a poem, on a piece of scrap paper. The name of the poem was "Defense of Ft. McHenry." Today, the first stanza of the poem is familiar to many Americans…

“Defense of Ft. McHenry” /

_________________________________________________

Oh, say, can you see, by the dawn's early light,What so proudly we hail'd at the twilight's last

gleaming?Whose broad stripes and bright stars, thro' the

perilous fight,O'er the ramparts we watch'd, were so

gallantly streaming?And the rockets' red glare, the bombs bursting in

air,Gave proof thro' the night

that our flag was still there.O say, does that Star - Spangled Banner yet wave

O'er the land of the free and the home of the brave?

1. What object is Key referring to when he asks, “can you see?” _____________________

2. Why is it important that Key is seeing it “by the dawn’s early light?” __________________________________________________________________________________________________________________________________________________________________

3. What was so gallantly streaming? ________________________________________________

4. In your own words, what do you think is the main idea (or meaning) of these lyrics? ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

The Treaty of GhentAfter the Americans made it through the night at the Battle of Fort McHenry in

Baltimore, the British realized that the Americans were not going to give up easily. Both the Americans and the British had sent diplomats to the city of Ghent, which is in the country of Belgium. The American diplomats included John Quincy Adams, James Bayard, and Henry Clay. On December 24, 1814 the British decided to make peace with the Americans and put an end to the war. They signed the Treaty of Ghent, in Ghent, Belgium. Interestingly, the treaty said NOTHING about British impressment of American soldiers. However, since France and Britain had ended their war as well, impressment was no longer a problem. After the signing of the Treat of Ghent, the relationship between the United States and Britain began to improve. Today, Britain is one of the United States’ closest allies.

Below is an excerpt from the Treaty of Ghent:

What is the main idea of Article I? _________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

What is John Quincy Adams saying about the Treaty of Ghent? ____________________________________________________________________________________________________________________________________________________________________________________

Effects of the War of 1812: Britain and the U.S. agreed to stop fighting and return things to the way they were

before the war European countries began to treat the U.S. with more RESPECT Many Americans felt a sense of NATIONALISM, or

__________________________________________.

The Battle of New OrleansAlthough the Treaty of Ghent was being signed over in Europe, the War of 1812 was not yet over for many Americans. The Battle of New Orleans, which was the last battle of the war, was not over until January 26th, 1815. The leader of the American forces, General Andrew Jackson (aka: “Old Hickory”), did not receive the news that the war was over until February! It was one of the deadliest battles of the War of 1812, and although it did

not impact the Treaty of Ghent, the Battle of New Orleans was a strong victory for the Americans.

“The Battle of New Orleans” Sing-along (Get excited!)

Andrew Jackson (left)

Article I

All hostilities both by sea and land shall cease as soon as this Treaty shall have been ratified by both parties. … All territory, places, and possessions whatsoever taken by either party from the other during the war… shall be restored without delay and without causing any destruction …

“Nothing was adjusted, nothing was settled.” -John Quincy Adams

In 1814 we took a little trip / Along with Colonel Jackson down the mighty Mississip. / We took a little bacon and we took a little beans /And we caught the bloody British in the town of New Orleans.

[Chorus:]We fired our guns and the British kept a'comin. / There wasn't nigh as many as there was a while ago. / We fired once more and they began to runnin' /On down the Mississippi to the Gulf of Mexico.

We looked down the river and we see'd the British come.And there musta’ been a hundred of'em beatin' on the drum. / They stepped so high and they made their bugles ring./We stood beside our cotton bales and didn't say a thing. / [Chorus]

Old Hickory said we could take 'em by surprise /If we didn't fire our muskets 'til we look 'em in the eyesWe held our fire 'til we see'd their faces well. /Then we opened up with squirrel guns and really gave 'em ... well / [Chorus]

Yeah, they ran through the briars and they ran through the brambles / And they ran through the bushes where a rabbit couldn't go. / They ran so fast that the hounds couldn't catch 'em / On down the Mississippi to the Gulf of Mexico.

We fired our cannon til the barrel melted down/ So we grabbed an alligator and we fought another round / We filled his head with cannon balls and powdered his behind / And when we touched the powder off the gator lost his mind / [Chorus x2]

Directions: Answer the following questions based on the song

Who was the American leader in the Battle of New Orleans? ______________________________________________________

What did the Americans prove by winning the Battle of New Orleans? _________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Many historians consider the War of 1812 to be the 2nd American Revolution. Why do you think historians describe the War of 1812 this way? ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Name: __________________________ Date: ___________ War, Sectionalism, and Progress Social Studies 7

Using the worksheets for the War of 1812 and the Treaty of Ghent, answer the following review questions for this section:

1. Explain three causes of the War of 1812: _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

2. What were the effects of the War of 1812? _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

THE RISE OF SECTIONALISMAfter the War of 1812, American nationalism was at an all-time high. The United States entered a period known as the “Era of Good Feelings.” This period stretched from 1816 to 1824, during the presidency of Democratic-Republican James Monroe of Virginia. Monroe helped to create a sense of good feelings by promoting national unity. By the time Monroe ran for a second term in 1820, no candidate opposed him- the Federalist Party had officially died out. Although patriotism led to good feelings throughout the country, tensions between different sections of America began to grow.

SECTIONALISM: _________________________________________________________________________

After the War of 1812, Britain and the United States began to trade again. Britain began to sell its products to Americans for the lowest price possible. As a result, many American businesses began to fail.

Recall: Which section of the country was most interested in buying European goods since they did not produce those goods themselves? ___________________________________________________________

Finally, Congress passed the Tariff of 1816.

Recall: What is a tariff? ___________________________________________________________

Recall: Which section of the country would have most supported the tariff? Why? ____________

___________________________________________________________________________________

THE THREE SECTIONS: THE NORTH, SOUTH, AND WESTTHREE NEW LEADERS EMERGE!

The “West” was the newest section of the country. It consisted of the land from the Louisiana Purchase that was beginning to get broken up into territories, and then states. Just like Northerners and Southerners, Westerners began to develop their own identity.

Each of the states in the three sections elected Representatives and Senators to Congress. Three Congressmen in particular began to stand out as representatives of not just the state they were from, but also of the section that their home state

belonged to:

West Spokesperson:

Henry Clay,

THE THREE SECTIONS: THE NORTH, SOUTH, AND WESTWHAT DID EACH SUPPORT?

Directions: Read about and fill in the chart on the next page for your assigned section. Then, teach your section to your group so they can fill in the chart as well.

NORTH

The North’s economy was based on textile mills, workshops, and new factories that were beginning to emerge. Manufacturing was the way of life. Since Northerners made a lot of their own goods, Congressmen such as Daniel Webster argued in favor of the Tariff of 1816, because it allowed Northerners to sell their manufactured goods at a lower price than European goods. Many Northerners, including Webster, had opposed the War of 1812, because they knew that it would disrupt their profitable trade with Britain. Most were against slavery because they had less of a need for it in the North than in other areas of the country.

SOUTH

The South’s economy was based on agriculture (farming)- both small farms and large plantations could be found in the South. The South had a good trading relationship with Europe. Southerners preferred to buy European goods. As a result, many in the South such as Congressman John Calhoun opposed the Tariff of 1816, because it raised prices on European goods, and it forced Southerners to buy American-made goods. Many Southerners supported the War of 1812, including Calhoun, because they wanted to stop the British from arming natives and impressing ships, which prevented them from getting the European goods

WestNorth

SouthNorth

Spokesperson: Daniel Webster, Massachusetts

South Spokesperson: John Calhoun, South Carolina

West Spokesperson:

Henry Clay,

they loved. Southerners were in favor of slavery since it helped their agricultural life. Many believed that without slaves, the southern way of life would be ruined.

WEST

The West’s economy was based on agriculture (farming)- most had small farms. Farming was their way of life. Westerners such as Congressman Henry Clay supported the Tariff of 1816 because they believed that it would give more money to the North, which would help the whole country to grow and become more powerful. War Hawk Westerners such as Clay supported the War of 1812 because they felt that American honor needed to be preserved, and America needed to stand up to Britain to be able to trade freely. The Western view on slavery often changed – some were for, some were against, based on the needs of their farms.

THE THREE SECTIONS: THE NORTH, SOUTH, AND WESTWHAT DID EACH SUPPORT?

Directions: Fill in your assigned section on the chart based on the reading from the page before. Then, fill in the other two sections of the chart based on what your partners wrote down.

North South West

Economy based on…

Support War of 1812?

Why or why not?

Support

Tariff of 1816?

Why or why not?

For or Against Slavery?

Why or why not?

Spokesperson

Name: __________________________ Date: ___________ War, Sectionalism, and Progress Social Studies 7

Using the worksheets for Sectionalism, answer the following review questions for this section:

1. How did tariffs affect the growth of industry in the United States? ________________________________

_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

2. What views did each of the following leaders have about tariffs and why?

Daniel Webster (North): ____________________________________________________________

______________________________________________________________________________________________________________________________________________________________________________

John Calhoun (South): ______________________________________________________________

______________________________________________________________________________________________________________________________________________________________________________

Henry Clay (West): ________________________________________________________________

______________________________________________________________________________________________________________________________________________________________________________

What are the consequences of progress?Inventions and other forms of technology can greatly improve society and people’s

lives in general, but at what cost? Is there a downside to progress? Read the following article and then complete the Compass activity on the board using the Post-Its handed

out to you.

MIT’s latest dog-like robot can do backflips on commandBy Peter HolleyMarch 4, 2019They can already open doors, traverse steep flights of stairs, run at high speed and unload your dishwasher.Now, for the first time ever, a four-legged robot has performed a physical feat that evades all but the most athletic among us: a backflip.

The acrobatics arrive courtesy of Massachusetts Institute of Technology, where researchers have unveiled a springy, 20-pound robot that’s also capable of walking either right-side up or upside down.

The vaguely canine-like machine — dubbed “Mini Cheetah” — is also able to trot over uneven terrain about twice as fast as an average person’s walking speed, researchers say.

Mini Cheetah is powered by 12 electric motors that allow the machine to bend and swing its legs. Each of the robot’s four legs is powered by three individual motors that engineers included to increase the machine’s range of motion and help it change direction and make “high-force impacts” without breaking its limbs, researchers say. As a video released by MIT demonstrates, the robot was programmed to quickly recover from an unexpected force, such as a kick to the side.

Having a generous range of motion and being able to adapt to different surfaces will probably be critical components for four-legged robots that are deployed by humans at some point, researchers say.

“Legged robots will have a variety of uses where human or animallike mobility is necessary (climbing over stairs, rocks, etc.) but it may be unsafe to send a person: search and rescue, inspection, surveillance and so on,” Katz wrote.

Mini Cheetah is not the first robot to execute a backflip. Atlas — the headless humanoid star of Boston Dynamics’ viral robot videos — has not only been performing backflips but also doing so after complicated box jumps that the machine surmounts with ease.

In recent years, the same company has produced four-legged robots — with names like Spot, Wildcat and BigDog — that can open doors, carry heavy loads and run nearly 20 mph.

Last year, Boston Dynamics founder Marc Raibert told an audience in Germany that his team is testing the company’s awkward, four-legged, doglike robot, SpotMini, for use in multiple industries, including security, delivery, construction and home assistance. The company says the 66-pound machine is 2 feet 9 inches tall and is the quietest of the company’s robots. It runs on electricity, has 17 joints and can go for 90 minutes on a single charge.

MIT researchers have their own plans for their newest four-legged creation.

“Eventually, I’m hoping we could have a robotic dog race through an obstacle course, where each team controls a mini cheetah with different algorithms [systems], and we can see which strategy is more effective,” Sangbae Kim, associate professor of mechanical engineering, told MIT News. “That’s how you accelerate research.”

EVENTS LEADING UP TO THE INDUSTRIAL REVOLUTION…

EMBARGO ACT NON-INTERCOURSE ACT WAR OF 1812

1. How did these events affect foreign trade? Why? ____________________________________________________________________________________________________________________________________________________________________________________

2. As result of this effect on trade, what do you think Americans needed to do? ____________________________________________________________________________________________________________________________________________________________________________________

The INDUSTRIAL REVOLUTION comes from Britain to America

The Industrial Revolution was a major __________________ in how goods were produced…

BEFORE the Industrial Revolution… DURING and AFTER the Industrial Revolution…

Goods made mostly by ____________ in homes or

small workshops.

More goods made by ________________ in _______________.

Factories and machines allowed more goods to be produced _________________________________ and _________________________________

In 1800, 6% of the nation’s population lived in cities.By 1850, 15% of the nation’s population lived in cities.

New inventions and ideas aided the growth of industry in the United States…

Spinning Jenny – machine developed in Britain that allowed workers to spin several threads of cloth at once.

Textile Mill – factory that used water-powered machines to spin thread and weave cloth.

Cotton Gin – machine that separated cotton seeds from cotton fiber; made cotton very profitable in the South.

Interchangeable parts – system where parts of a tool or instrument are made identically by machine.

Industrial: _____________________________ Revolution: ___________________

SO, the Industrial Revolution is a time period of… ___________________________________________________

We will also be taking a look at some other effects of the Industrial Revolution…

1. American cities grew as more people moved to cities- especially in the North- in search of factory jobs.

2. Child Labor 3. Transportation improved as people moved and found new markets to trade. These

improvements included the creation of turnpikes, national roads, steamboats, and the Erie Canal.

EFFECT #1: Growth of Cities

In 1800, most Americans lived in rural areas. During the Industrial Revolution, many left their farms to work in factories. Older cities grew quickly, while new cities sprang up around factories. Urbanization, or the movement of people from farms to cities, was taking place. As the factory system spread, cities grew.

Gifts of City Life: Theatres, museums, concert halls and circuses created excitement People could shop in markets that sold the latest European fashions and modern

clothing A job was almost always guaranteed as the factory system spread

Burdens of City Life: Dirt and gravel streets turned into muddy messes when it rained There were no sewers, so people threw ALL of their waste and garbage into the

streets Wild animals ran around the city streets in search of the waste and garbage Poorer people lived near back alleys and dirty courtyards, where diseases spread

quickly

Name: __________________________ Date: ___________ War, Sectionalism, and Progress Social Studies 7

Writing RAFT ActivityRole: Farmer in North Carolina

Format: LetterAudience: Family in New York City

Topic: Should you move North?It is 1825, and you and your family live in the rural farmlands of North Carolina. You have four children, ages 12, 10, 7, and 4. Your rice crops have not been as profitable over the last few years as they used to be, and your family has been struggling to make ends meet. Though the farm may bounce back, you are not sure if it can. You have cousins in New York City who have written to you, encouraging you to move north to the big city. They tell you about the new factories looking for men, women, and children over the age of 8 to hire as laborers. You hear that the work is dangerous and that the hours are long. However, you and your family will be able to survive if you and your husband/wife work extra hours. Your older children could also work for extra money.

Weigh the burdens and gifts of living in a city. Would you have moved to the city during the Industrial Revolution, or would you have stayed behind on your farm? Write a letter back to your cousins explaining your answer. You must use specific examples from the text, including at least one benefit and one drawback to moving. Your response should be at least 8 sentences long.

__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

The City GrowsDirections: Using the pictures of the “domestic system” and the factory system” below, describe the differences between the two systems of production.

DOMESTIC SYSTEM FACTORY SYSTEM (BEFORE the Industrial Revolution) (DURING/AFTER the Industrial Revolution)

Domestic System Factory SystemWhere is the work done?

Who owns- and can

sell- the finished product?What is the method of production (how are goods made under each system)?

Why do you think child labor may have been used in the factory system? _________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Image Analysis

Directions: As a new piece of the image on the board is revealed, write down what you think you are seeing in the left hand column. Then, briefly explain why you wrote that in the right hand column.

What do you see? What makes you say that?1

2

3

4

5

6

7

8

9

10

11

EFFECT #2: Child Labor

My Typical WeekdayDirections: What is your typical weekday routine? Fill in the schedule below to reflect a day in your life. You can include events such as going to school, after school activities (sports, clubs, religion classes, hanging out with friends, etc.), dinner time, homework time, TV/phone/relaxation time, etc.

A Day in the Life of ________________________________________________

__________ A.M.: Wake up and prepare for the day

_____________ A.M.: Leave for CMS

Fill in the rest on your own- feel free to write more if needed.

___________: ___________________________________________________________

___________: ___________________________________________________________

___________: ___________________________________________________________

___________: ___________________________________________________________

___________: ___________________________________________________________

___________: ___________________________________________________________

___________: ___________________________________________________________

___________: ___________________________________________________________

___________: ___________________________________________________________

___________: ___________________________________________________________

___________: ___________________________________________________________

The Lowell Mills: Where It All Began

In 1821, Francis Cabot Lowell invented the first factory system in which both people and machines worked under one roof. The Lowell Mills were a number of textile [cloth] mills, all located in the town of Lowell, Massachusetts. Many young girls held jobs at the Lowell Mills. Generally, they ranged in age from 15 to 25. On average, they worked for about three years before they either got married, moved westward, found other employment, or returned to their hometowns. Many left because they were unhappy with the work environment.

Below is a typical workday for “Lowell Girls,” as they were called:

A Day in the Life of a Lowell Girl: Monday through Saturday

4:30 A.M.: Wake up and prepare for the day

6:00 A.M.: Breakfast

6:30 A.M.: Begin working

12:00 P.M.: Break for dinner

12:45 P.M.: Dinner ends; back to work

6:30 P.M. (5:00 P.M. on Saturdays): Work day ends - return home and rest up

Think back to the weekday schedule that you completed for homework. WHY are your lives different now from the daily lives of the Lowell workers? ______________________________________________________ ____________________________________________________________________________________________________________________________________________________________________________________

Child Labor: Our recent history…

Which U.S. companies are these images sending a message about? Write your answers below each image.

____________________ __________________________

What message are these images trying to send? ____________________________________________________________________________________________________________________________________________

Directions: Actively read and annotate the following article. Be prepared to share your annotations.

Nike is facing a new wave of anti-sweatshop protestsBy Marc Bain, Quartz Media LLC, August 2017

Nike is one of the business world’s

shining examples of how to clean up an

image: In the 1990s, the company was

plagued by reports that it used sweatshops and child labor. Pressure grew until 1998,

when Nike cofounder Phil Knight publicly committed to changing the company’s

practices, and Nike spent the next decade doing just that.

Now, Nike’s sweatshop problem is threatening a comeback. On July 29, students and activists around the world participated in a day of protest against Nike, organized

by United Students Against Sweatshops (USAS). The demonstrations, in cities such as

Boston, Washington D.C., Bangalore, and San Pedro Sula in Honduras, represented an

escalation of allegations against Nike that have been slowly bubbling up.

Among them are claims that workers at a Nike…factory in Hansae, Vietnam,

suffered wage theft and verbal abuse, and labored for hours in temperatures well over

the legal limit of 90 degrees, to the point that they would collapse at their sewing

machines. Nike is also accused of cutting jobs at the Hansae factory and pulling

production from a factory in Honduras…resulting in hundreds of workers losing vital

jobs. The company has also allegedly denied the independent monitoring group Worker

Rights Consortium (WRC) access to inspect its contract factories. The WRC was founded in 2000…to ensure that products bearing university logos were made under

conditions that respected workers’ rights.

Closing: How has child labor during the Industrial Revolution led to the current global child labor problem that we have in 2019? Cite specific examples from the lesson. ______________________________________________ ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Name: __________________________ Date: ___________ War, Sectionalism, and Progress Social Studies 7

Using the worksheets for the Industrial Revolution, answer the following review questions for this section:

1. Why did the Industrial Revolution spread to the United States in the early 1800s? _________________________________________________________________________________________________________________________________________________________________________________________________

2. How did the cotton gin help change the American economy? _____________________________________ ______________________________________________________________________________________________________________________________________________________________________________

3. Describe how the Industrial Revolution affected the growth of cities: ______________________________ ______________________________________________________________________________________________________________________________________________________________________________

4. How did the Industrial Revolution affect child labor? _________________________________________________________________________________________________________________________________________________________________________________________________________________________

EFFECT #3: Changes in Transportation

ROADS

Throughout the 1800s, many people on the East Coast of America moved __________ [North, South, East, or West]

Why? _________________________________________________________________________________

These trips were not easy for settlers. In the early 1800s, most roads were made out of dirt, and were usually very narrow. Sometimes, swamps were in the middle of roads. Other times, tree stumps often as tall as 15 inches stuck out of the roads!

What effect would these problems have on travel? __________________________________________

________________________________________________________________________________________________________________________________________________________________________

What changes would you make to fix these problems? _______________________________________

________________________________________________________________________________________________________________________________________________________________________

During the Industrial Revolution, private companies built roads made of _________________________. However, this cost a lot of money. To pay for these roads, travelers would pay tolls at toll roads, known as turnpikes.

Do we still pay tolls today? Why? _______________________________________________________

____________________________________________________________________________________

In 1806, Congress passed legislation for the construction of the National Road, also known as the Cumberland Road, which ran east to west, from Maryland to Illinois.

STEAMBOATS

River transportation was important for travelers and freight [cargo] transporters. Travel was

________________ [faster or slower] than traveling by road. It was also _______________ [cheaper

or more expensive] and ___________ [more or less] comfortable than traveling by road.

However, like traveling by road, river trips were not always easy. Moving upstream [against the water current] was hard to do, and could take double the time it took to travel downstream [with the water current]. People had to use paddles or poles to move their boats against the current.

Basing his idea off of inventor John Fitch’s steam engine, inventor Robert Fulton built his own steamboat, The Clermont. On its first voyage, The Clermont traveled from New York City to Albany, and back, in record time: 300 miles in 62 hours! This success led to an age of steamboats in the United States. Travel and transportation of goods was now cheaper and faster than ever before.

After his first journey to Albany from New York City, Fulton wrote about his success:

"The power of propelling [moving] boats by steam is now fully proved. The morning I left New York, there were not perhaps thirty persons in the city who believed that the boat would ever move one mile an hour, or be of the least utility [use]; and while we were putting off from the wharf; which was crowded with spectators, I heard a number of

sarcastic remarks…it gives me, as it will you, great pleasure to see it answer my expectations… I feel infinitely more pleasure in reflecting on the immense [large]

advantage my country will derive [have] from the invention…"

1. On the morning that Fulton left New York, how did people react? What did they think of his voyage? ________________________________________________________________________________________________________________________________________________________________________

2. What was Fulton’s reaction to the success of his journey? ________________________________________________________________________________________________________________________

3. If you were traveling on The Clermont’s first journey, how would you feel at the beginning of the trip? How would you feel at the end of the trip? _________________________________________________________________________________________________________________________________________________________________________________________________________________________

Name: ____________________________________ Date: _________ Social Studies 7 The Industrial Revolution

THE ERIE CANAL

The northwest territories that would later become Illinois, Indiana, Michigan, and Ohio were rich in timber, minerals, and fertile land for farming. It took weeks to reach these precious resources, and travelers were faced with messy turnpike roads that baked to hardness in the summer sun. In the winter, the roads dissolved in a sea of mud. Finally, New York Governor DeWitt Clinton envisioned a better way to travel: a canal from Buffalo, New York (on the eastern shore of Lake Erie) to Albany, New York, on the upper part of the Hudson River. In 1817, Clinton convinced the New York State legislature to authorize $7 million for construction of a canal that would be 363 miles long, 40 feet wide, and 4 feet deep.

On July 4th, 1817, workers began breaking ground on the Erie Canal. With the exception of a few places where black powder was used to blast through rock formations, all 363 miles were built by the muscle power of men and horses. When it was completed in 1825, the Erie Canal connected the Hudson River to Lake Erie. It spurred the first great westward movement of American settlers, gave access to the rich land and resources west of the Appalachian Mountains, and made New York City a huge trade center in the United States.

The effect of the Erie Canal was dramatic as settlers were able to more easily move west. Instead of costing $100 per ton to travel by road, it now cost only $10 per ton to travel by canal. In 1829, 3,640 bushels of wheat were transported down the Canal

to Buffalo. By 1837, the amount had increased to 500,000 bushels; by four years later it reached one million bushels. This explosion of trade that resulted from more travelers on the Canal eventually led to New York City becoming the busiest trading port in America. It moved cargo amounts that were greater than those of Boston, Baltimore, and New Orleans combined.

1. How was the Erie Canal constructed?

2. What problems did settlers who moved west originally face by travelling on land?

3. How long was the Erie Canal?

4. How much did it cost to ship goods from Buffalo to New York on the Erie Canal?

5. What other benefits were there to shipping goods on the Erie Canal?

"Low Bridge, Everybody Down (The Erie Canal)"- Thomas S. Allen, 1905

I've got a mule, and her name is Sal, Fifteen miles on the Erie Canal.

She's a good ol' worker and a good ol' pal,

Fifteen miles on the Erie Canal.

We've hauled some barges in our day,

Filled with lumber, coal, and hay,

And we know every inch of the way Erie Canal Lock #1 in Albany, N.Y.

From Albany to Buffalo.

(chorus)

Low bridge, everybody down!

Low bridge, ’cause we're comin' through a town!

And you'll always know your neighbor,

You'll always know your pal,

If you've ever navigated on the Erie Canal.

We'd better look around for a job, ol' gal,

Fifteen miles on the Erie Canal!

'Cause you bet your life I wouldn’t part with Sal,

Fifteen miles on the Erie Canal!

Git up there, gal, we’ve passed that lock,

We'll make Rome before six o'clock,

One more trip and then we'll go

Right back home to Buffalo.

(chorus)

Name: ____________________________________ Date: _________ Social Studies 7 The Industrial Revolution

Task: In the box below, draw and color a picture of what you think is the most significant transportation change of the Industrial Revolution [roads, steamboats, or canals]. Then, fill in and answer the question that follows.

I think that the most significant transportation change of the Industrial Revolution was _____________________, because: _______________________________________________ ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Name: __________________________ Date: ___________ War, Sectionalism, and Progress Social Studies 7

Using the worksheets for the Industrial Revolution, answer the following review questions for this section:

1. What new modes of transportation were available? How did they help with trade? ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

2. Why was the Erie Canal important for the economy of New York and the United States? ___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

PRESIDENT MONROE TAKES OFFICEAfter the War of 1812, American nationalism was at an all-time high. The United States entered a period known as the “Era of Good Feelings.”

What is an era? _______________________________________________________

What comes to mind when you hear the term, “Era of Good Feelings”? __________________________________________________________________________________________________________________________________________

The Era of Good Feelings stretched from 1816 to 1824, during the presidency of Democratic-Republican James Monroe of Virginia. Monroe helped to create a sense of good feelings by promoting national unity. By the time Monroe ran for a second term in 1820, no candidate opposed him- the Federalist Party had officially died out. Meanwhile, just south of the United States, the area known as Latin America was beginning to face some changes of its own…

Part of Latin America in 1800 Latin America mid-1800s

1. Think back to Unit 2. Which European country controlled the colonies highlighted in the map on the left? _______________________________________________________________________________

2. Based on the maps above, what happened to these colonies by the mid-1800s? ________________________________________________________________________________________________________

3. What might have happened in the colonies to cause this change? ___________________________________________________________________________________________________________________

4. How might the United States have reacted to this change? Explain. ________________________________________________________________________________________________________________

LATIN AMERICAN INDEPENDENCEFrom the discoveries of Christopher Columbus until the early 1800s, Spain colonized most of South America, Central America, and the southern and western parts of North America- including Florida! In the early 1800s, Seminole Native Americans in Spanish Florida were attacking American settlers in the region and protecting escaped slaves who fled to the region. In 1818, General Andrew Jackson invaded Spanish Florida to prevent both of these situations from continuing to happen. After three successful battles, the Adams-Onis Treaty (1819) was signed between the United States and Spain. As a result, the United States acquired [received] Florida from Spain, setting up the Spanish-American border on the continent of North America.

However, Spain was about to lose more land…

In the early 1800s, many people living in Spain’s colonies in the Americas rebelled against Spanish rule and formed independent nations. By 1825, Spain had lost almost all of its land in the Americas, to the delight of the United States. Now, President Monroe had to decide how the United States would relate with these new nations.

Since these nations were newly independent, were they strong or weak? ______________________________

What are some problems that could happen to newly independent countries? _______________________________________________________________________________________________________________________________________________________________________________________________________________

In December of 1823, President Monroe made a speech outlining the United States’ new foreign policy. This speech would

later be referred to as…

THE MONROE DOCTRINE(A doctrine is a set of guidelines)

In the Monroe Doctrine, President James Monroe warned European nations not to interfere with the newly independent nations in Latin America. Any

attempt by European nations to do so would be seen as a threat to the United States. At the same time,

however, Monroe stated that the United States would

Breaking Down the Monroe DoctrineText Meaning

1. “ . . . In the wars of the European powers in matters relating to themselves we have never taken any part…

2. . . . It is only when our rights are invaded or seriously menaced [threatened] that we…make preparation for our defense.

3. With the movements [actions] in this hemisphere we are…more immediately connected . . .

What is “this hemisphere”? ______________________Which continents does this refer to? _______________________________________________Meaning:

4. With the existing colonies [that belong to] any European power we have not interfered and shall not interfere.

5. But with the [Latin American] Governments who have declared their independence…we…view any [intervention] … by any European power…as the [display] of an unfriendly disposition [attitude] toward the United States.”

1. Who does the man on the left represent? _____________________________________

In the Monroe Doctrine, President James Monroe warned European nations not to interfere with the newly independent nations in Latin America. Any

attempt by European nations to do so would be seen as a threat to the United States. At the same time,

however, Monroe stated that the United States would

2. Who do the people on the right represent? _____________________________________

3. What is the man on the left doing with his hat? __________________________________________________________________________

4. What is the main idea of this picture?_______________________________________________________________________________________________________________

Name: __________________________ Date: ___________ War, Sectionalism, and Progress Social Studies 7

Using the worksheets for the Monroe Doctrine, answer the following review questions for this section:

1. What happened in many parts of Latin America in the 1820s? _________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

2. How did President Monroe respond to these events? Explain? ___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Key Vocabulary: Please be familiar with the following terms for our unit test.

1. Fort McHenryU.S. fort near Baltimore attacked by British during War of 1812; Americans held control of the fort, inspiring Francis Scott Key to write the “Star Spangled Banner”

2. Battle of New Orleans

Final battle of War of 1812; Americans won; General Andrew Jackson became national hero.

3. Treaty of Ghent

Treaty between U.S. and Britain that ended the War of 1812

4. Industrial Revolution

change in how goods were produced; more goods made by factories and machines rather than by hand; led to growth of cities

5. spinning jenny machine that allowed a person to spin many threads at once

6. textiles cloth7. textile mill factory in which cloth was produced by machines powered by

water8. Lowell Mills textile mills in Lowell, Massachusetts in which many young girls

worked.9. interchangea

ble parts identical parts of a tool or instrument that are made by machine 10. cotton

gin machine that sped up the process of cleaning cotton11. steamb

oat boat powered by a steam engine that greatly improved river travel12. canal man-made waterway used for transportation13. Erie

Canalcanal in upstate New York connecting the Hudson River to Lake Erie

Unit Review Sheet: War, Industry, and Growth

14. National Road

improved roadway connecting Maryland to Illinois; improved land travel across Appalachians

15. turnpike

road owned by private companies that would charge tolls to passengers

16. sectionalism

political beliefs that are based on loyalty to a certain section of the country

17. protective tariff tax on foreign goods to help protect American industry

Key People: Please be familiar with the following people for our unit test.James Madison 4th President of the United States; president during the War of 1812Francis Cabot Lowell

founder of Lowell, Massachusetts – a town that centered around textile production

Robert Fulton made the steamboat a successful form of river transportationHenry Clay leading member of Congress who supported the interests of the

WestDaniel Webster leading member of Congress who supported the interests of the

NorthJohn Calhoun leading member of Congress who supported the interests of the

SouthJames Monroe 5th President of the United States; created the Monroe Doctrine

Below, you will find review topics and questions for this unit. We will review these questions in class before the test, but you should answer them before the day of review, using the appropriate worksheets listed for you. This study guide will not be posted on the eBoard, so it is important that you put the work into knowing these questions and answers in advance of our classroom review.

To answer the questions, please use a separate sheet of paper with each question correctly numbered. ALL ANSWERS CAN BE FOUND IN YOUR WORKSHEETS! Good luck!

REMEMBER, this is a study tool. You are still responsible for knowing material from class handouts.

Topic Which Worksheet? Topic Questions

The War of 1812 “Causes of the War of 1812”

“The War of 1812/Defense of Ft. McHenry”

“The Treaty of Ghent”

1. Explain three causes of the War of 1812

2. What were the effects of the War of 1812?

Sectionalism “The Rise of Sectionalism/The Three Sections: North, South, West”

3. How did tariffs affect the growth of industry in the United States?

4. What views did each of the following leaders have about tariffs and WHY:

-Daniel Webster

-John Calhoun

-Henry Clay

The Industrial Revolution: Intro and

Child Labor

“Unit Question: What are the Consequences of Progress/New Inventions and Ideas”

“The City Grows” “Child Labor During

the Industrial Revolution” homework

5. Why did the Industrial Revolution spread to the United States in the early 1800s?

6. How did the cotton gin help change the American economy?

7. Describe how the Industrial Revolution affected the growth of cities.

8. How did the Industrial Revolution affect child labor?

The Industrial Revolution: Cities

and Transportation

“Changes in Transportation”

9. What new modes of transportation were available? How did they help with trade?

10. Why was the Erie Canal important for the economy of New York and the United States?

The Monroe Doctrine “Latin American Independence/Breaking Down the Monroe Doctrine”

11. What happened in many parts of Latin America in the 1820s?

12. How did President Monroe respond to these events? Explain.