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Name Class Date

DIRECTIONS Read each sentence and fill in the blank with the word in

the word pair that best completes the sentence.

1. The was a period of rapid growth in the use of

machines in manufacturing and production.

(interchangeable parts/Industrial Revolution)

2. The efficient production of large numbers of identical goods is called

. (mass production/Industrial Revolution)

3. Products with are made from pieces that are exactly

the same. (interchangeable parts/textiles)

4. People began looking for ways to use machines to make items quickly and effi-

ciently, thus leading to the .

(textiles/Industrial Revolution)

5. Englishman patented a large spinning machine, called

the water frame, that ran on water power. (Samuel Slater/Richard Arkwright)

6. was a skilled British mechanic who knew how to build

the new textile machines. (Samuel Slater/Richard Arkwright)

7. The tools used to produce items or to do work are called

. (textiles/technology)

8. Inventor invented the cotton gin, a machine that

automated the separation of cotton seed from the cotton plant. (Samuel Slater/Eli Whitney)

9. The first important breakthrough of the Industrial Revolution took place in how

, or cloth items, were made. (textiles/technology)

Eli Whitney Industrial Revolution interchangeable parts

mass production Richard Arkwright Samuel Slater

technology textiles

Section 1

The North Vocabulary Builder

Copyright © by Holt, Rinehart and Winston. All rights reserved.

1 The North


2 The North

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DIRECTIONS On the line provided before each statement, write T if a

statement is true and F if a statement is false. If the statement is false,

write the correct term on the line after each sentence that makes the

sentence a true statement.

______ 1. The Lowell system included practices such as hiring young unmarried

women from local farms to work in the textile mill.

______ 2. Sometimes union members staged protests called trade unions.

______ 3. The Lowell system was Samuel Slater’s strategy of hiring families and

dividing factory work into simple tasks.

______ 4. One of the strongest voices in the union movement belonged to Sarah G.

Bagley, who founded the Lowell Female Labor Reform Association.

______ 5. Francis Cabot Lowell was a businessman from New England who built a

loom that could both weave thread and spin cloth in the same mill.

______ 6. Groups that tried to improve pay and working conditions for their mem-

bers were called strikes.

______ 7. Mill owners advertised for “Men with growing families wanted” in sup-

port of the Lowell system.

______ 8. Workers on strike refuse to work until their employers meet their

demands.

Section 2

Sarah G. Bagley Francis Cabot Lowell Lowell system

Rhode Island system strikes trade unions


3 The North

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DIRECTIONS Write two adjectives or descriptive phrases that describe

the term.

1. Clermont __________________________________________________________

2. Gibbons v. Ogden ___________________________________________________

3. Peter Cooper ______________________________________________________

4. Robert Fulton ______________________________________________________

5. Transportation Revolution ____________________________________________

DIRECTIONS Look at each set of four vocabulary terms following each

number. On the line provided, write the letter of the term that does not

relate to the others.

______ 6. a. Clermont b. Robert Fulton c. Tom Thumb d. steamboat

______ 7. a. Tom Thumb b. steamboat c. Peter Cooper d. locomotive

______ 8. a. coal b. steel c. fuel d. wood

DIRECTIONS Read each sentence and fill in the blank with the word in

the word pair that best completes the sentence.

9. The Supreme Court ruled in the case of that federal

law overruled state law. (Tom Thumb/Gibbons v. Ogden)

10. During the Transportation Revolution, replaced wood

as the main source of power. (steel/coal)

11. designed the first full-sized commercial steamboat,

called the , in the United States.

(Peter Cooper/Robert Fulton); (Clermont/Tom Thumb)

12. The locomotive , built by ,

started an interest in railroads in the United States.

(Clermont/Tom Thumb); (Peter Cooper/Robert Fulton)

13. A period of rapid growth in the speed and convenience of travel is called the

. (Transportation Revolution/Industrial Revolution)

Section 3


4 The North

Name Class Date


DIRECTIONS Match the names in the first column with the invention

or development with which they are associated from the second col-

umn by placing the letter of the correct definition in the space provided

before each term.

______ 1. Samuel F. B. Morse

______ 2. John Deere

______ 3. Isaac Singer

______ 4. Cyrus McCormick

______ 5. Alfred Lewis Vale

______ 6. Elias Howe

DIRECTIONS Choose five of the vocabulary words from the word list.

Use these words to write a summary of what you learned in the section.

Section 4

John Deere Cyrus McCormick Samuel F. B. Morse

Morse code Isaac Singer telegraph

a. developed the mechanical reaper

b. improved and marketed the sewing machine

c. developed Morse code

d. perfected the telegraph

e. invented the sewing machine

f. designed a steel plow

Name Class Date

John Deere1804–1886

As you read the biography below, think about

how John Deere’s inventiveness influenced his

approach to manufacturing.

John Deere began his career as a blacksmith in

Vermont. Many people came to respect him for the

care he took in making various tools, such as shov-

els and pitchforks. Despite his success, Deere saw

manufacturing decline in the 1830s. He knew that

many people were heading to the western frontier.

In 1836, with his tools and a little money, Deere

arrived in Grand Detour, Illinois.

Deere began work almost immediately upon

his arrival. Pioneers needed many things from the

blacksmith. While talking with them, Deere learned

of a large problem they were facing. The cast-iron

plows that had worked fine in the Northeast could

not easily turn the heavy soil of the plains. Every

few feet, the farmer had to stop and scrap the dirt

and clay off the plow. This made the progress of

land development very slow. Many people were dis-

heartened at these difficulties, and wanted to give

up farming and return to their homes back east.

Deere studied the problem. In 1837 he dem-

onstrated his invention of a steel plow. This plow

enabled people to farm their land much more effi-

ciently. Deere knew his new plow would be useful

to many pioneers. He thought about how to best

manufacture the plows. In those days, blacksmiths

WHY HE MADE HISTORY John Deere was a gifted inventor and businessman. His spe-cially designed plow helped pioneers survive in the western United States.

VOCABULARYpitchfork a long-handled

fork used to move hay

The North Biography


5 The North

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often took orders first and then built the product.

Deere decided to build the plows first and then sell

them. This was an innovative approach to business

that continues to influence manufacturing to this

day.

Deere produced 1,000 plows a year for 10 years

after his invention first became known. In 1848

Deere opened a factory in Moline, Illinois. Deere

continued to make changes in the design of his

plows and make improvements. He also began to

develop new products to help farmers.

Following Deere’s death in 1886, his company

continued to grow and still exists today. Deere &

Company is now a worldwide manufacturer of

farming equipment, tractors, and lawn mowers.

WHAT DID YOU LEARN?

1. Draw Conclusions Why do you think that plows were so important to the

pioneers?

2. Evaluate Why was John Deere’s way of manufacturing more efficient that the

previous method?

ACTIVITY

3. Imagine that John Deere won an award for his accomplishments. Prepare a speech

in his honor.

John Deere, continued Biography


6 The North

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Sara Bagley1806–1847


how Sarah Bagley’s determination led her to

become a powerful leader for women’s rights.

Women played a large role in manufacturing in

the 1800s. The town of Lowell, Massachusetts, was

thought to be a model factory town. The cotton

mills employed many women. The women mostly

came from small farms and villages in the North.

The mills provided a source of income at a time

when it was most needed. In 1836, Sarah Bagley

came to work at a cotton mill in Lowell.

Bagley and the other women endured long

hours and hard work. They stayed in boarding-

houses when they were not at work. The mill own-

ers enforced strict rules on the women, including

curfews and codes of conduct. The rooms were

cramped, with four women sharing one room.

Many boardinghouses consisted of four units, with

20 to 40 women per unit.

Despite the cramped living conditions, the

women continued to work hard in the mills. They

usually worked for 12 to 14 hours per day during

the week, and then half a day on Saturdays.

In the 1840s, the conditions in the factories

became even worse. Wages were cut, even though

the women were expected to increase production.

Bagley had grown tired of the conditions at work,

WHY SHE MADE HISTORY Sarah Bagley was an important leader in the early women’s rights movement. Her experience as a cotton mill worker led to the formation of an organization to protect the women who toiled away in the mills of Lowell, Massachusetts, during the mid-1800s.

VOCABULARYcurfew requirement to be

in certain place at a cer-tain time

The North Biography


7 The North

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so she organized the Lowell Female Labor Reform

Association in 1844. As president of the organiza-

tion, Bagley led many of the mill workers to fight

for improved working conditions. They also wanted

working hours to be cut to 10 hours per day.

For more than a year, the group published pam-

phlets and gathered petitions in the hope of helping

to spark an investigation into working conditions by

the Massachusetts legislature. While no legal action

was taken, the mills agreed to reduce the workday to

11 hours per day.

Bagley left the mill in 1845 and organized other

branches of her labor reform association. Later

that same year, she was appointed correspond-

ing secretary of the New England Working Men’s

Association.

In 1846, Bagley became the superintendent of

the Lowell telegraph office. She is believed to have

become the first female telegraph operator in the

United States.

WHAT DID YOU LEARN?

1. Draw Conclusions Why do you think Bagley believed she had to organize a labor

reform union rather than just asking the mill owners to make changes?

2. Evaluate What do you think the women from small farms thought when they saw

the large mills in Lowell? What kind of effect do you think these large buildings

and faster pace of life had on the women?

ACTIVITY

3. Imagine that you are a worker at a mill in Lowell during the 1800s. Write a diary entry

describing a typical day. Be sure to describe your working and living conditions.

Sarah Bagley, continued Biography


8 The North

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Samuel Slater1768–1835


how Samuel Slater’s knowledge of successful

textile mills in Britain helped him energize the

American mills.

Born in England, Samuel Slater eventually became

an apprentice at a successful textile mill. His math

skills and ability to organize helped him in daily

calculations and bookkeeping. In addition, Slater

also learned the mechanics of cotton manufactur-

ing. He spent seven years in his apprenticeship and

witnessed the booming British textile industry.

Slater realized that the textile industry in England

was already established, but the American indus-

try was still waiting for its big break. Slater saw the

opportunity and fled England in disguise. At the

time, skilled mechanics like Slater were not allowed to

leave England. The British did not want to lose their

hold on the market by sharing its talented tradesmen.

Nonetheless, Slater, dressed as a laborer, boarded a ship

headed for the United States. He was 21.

Slater began working at a small textile mill in

New York in 1789. That same year, a man named

Moses Brown was looking for a person who under-

stood textile machines. Brown’s mill in Rhode

Island was not able to produce cloth as he had

hoped. The spinning frames in the mill were hard

WHY HE MADE HISTORY Samuel Slater has been called the “Father of American Industry.” His contributions to the textile industry helped to jumpstart the Industrial Revolution in the United States.

VOCABULARYtextile a woven or knit

cloth

The North Biography


9 The North

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to use by hand, but were not designed to work by

water-powered.

Slater and Brown met in 1790. Slater was not

impressed with the quality of Brown’s machines. He

contracted with Brown to reproduce the machines

that had enabled the success of the British textile

mills. Amazingly, Slater achieved this task by relying

only on his memory of the machines he had used

and managed in England.

In 1793 the first mill was replaced with a new

one in Pawtucket. In 1798, Slater built another mill

under his new partnership, called Samuel Slater and

Company. More mills followed and he became very

wealthy.

Slater’s ideas for organizing a workforce also

helped in his success. He employed entire families

to work at the mills. Towns formed around the mill

sites. The textile industry exploded in the United

States. For this reason, Slater is recognized as the

“Father of American Industry.”

WHAT DID YOU LEARN?

1. Draw Conclusions Why did England ban skilled tradesmen like Samuel Slater

from leaving the country?

2. Expressing and Supporting a Point of View Do you think it was important for

the United States to produce its own textiles? Provide reasons or examples to sup-

port your point of view.

ACTIVITY

3. Do research to find more information about mill towns. Create a travel brochure

for a town of your choice. Describe the town and write it about what it has to

offer potential workers. Use illustrations and quotations.

Samuel Slater, continued Biography


10 The North

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Mark Twain Pilots a Steamboat

As you read the passage below, pay attention to

how the author uses humor as he tells the story.

A Cub Pilot’s ExperienceThe boat backed out from New Orleans at four in

the afternoon, and it was “our watch” until eight.

Mr. Bixby, my chief, “straight-ended her up,” plowed

her along past the sterns of the other boats that lay

at the levee, and then said, “Here, take her, shave

those steamships as close as you’d peel an apple.” I

took the wheel and my heart went down into my

boots; for it seemed to me that we were about to

scrape the side off every ship in the line, we were so

close. I held my breath and began to claw the boat

away from the danger, and I had my own opinion

of the pilot who had known no better than to get us

into such peril, but I was too wise to express it. In

half a minute I had a wide margin of safety inter-

vening between the Paul Jones and the ships, and

within ten seconds more I was set aside in disgrace

and Mr. Bixby was going into danger again and

flaying me alive with abuse of my cowardice. I was

stung but I was obliged to admire the easy confi-

dence with which my chief loafed from side to side

of his wheel and trimmed the ships so closely that

disaster seemed ceaselessly imminent. When he had

The North Literature


11 The North

ABOUT THE READING Mark Twain wrote Life on the Mississippi in 1883, in which he describes his adventures as a club pilot of a steamboat on the Mississippi River. In this humorous excerpt, he has persuaded the pilot of the Paul Jones to teach him the stretch of the river between New Orleans and St. Louis.

VOCABULARYsterns rear parts of a ship

levee an embankment next to a river

flaying criticizing harshly

imminent about to happen

prudence good sense

Exaggeration is often used as a technique in humorous writing. Underline two examples in the first paragraph.

Source: Adventures in American Literature, Harcourt; “A Cub Pilot’s Experience”; copyright 1959 by Charles Neider; Harper & Row, Publishers, Inc.

Name Class Date


12 The North

Mark Twain Pilots a Steamboat, continued Literature

cooled a little he told me that the easy water was

close ashore and the current outside, and therefore

we must hug the bank upstream, to get the benefit

of the former, and stay well out downstream, to take

advantage of the latter. In my own mind I resolved

to be a down-stream pilot and leave the upstream-

ing to people dead to prudence. . .

The watch was ended at last, and we took supper

and went to bed. At midnight the glare of a lantern

shone in my eyes. . .

Here was something fresh—this thing of getting

up in the middle of the night to go to work. It was

a detail in piloting that had never occurred to me

at all. I knew that boats ran all night but somehow

I had never happened to reflect that somebody had

to get up out of a warm bed to run them. I began to

fear that piloting was not quite so romantic as I had

imagined it was; there was something very real and

work-like about this new phase of it.

ANALYZING LITERATURE

1. Main Idea Why did Mr. Bixby get so angry with Mark Twain?

2. Critical Thinking: Making Predictions Do you think Mark Twain will make a

good steamship pilot?

3. Activity You have just finished your first watch as a steampship pilot. Write a let-

ter home describing the realities of your first day as a steamship pilot. Write about

your challenges and accomplishments.

Why do you think Bixby calls the water close to shore “easy water”?

Name Class Date

As you read think about how Larcom adapted to

the regulations of mill work.

I went to my first day’s work in the mill with a light

heart. The novelty of it made it seem easy, and it

really was not hard just to change the bobbins on

the spinning-frames every three-quarters of an hour

or so, with half a dozen other little girls who were

doing the same thing. When I came back at night,

the family began to pity me for my long, tiresome

day’s work, but I laughed and said, “Why, it is noth-

ing but fun. It is just like play.”

And for a while it was only a new amusement;

I liked it better than going to school and “making

believe” I was learning when I was not. And there

was a great deal of fun mixed with it. We were not

occupied more than half the time. The intervals

were spent frolicking around the spinning-frames,

teasing and talking to the older girls, or entertain-

ing ourselves with games and stories in a corner, or

exploring, with the overseer’s permission, the mys-

teries of the carding-room, the dressing room, and

the weaving-room.

Lucy Larcom, Working in a Lowell Mill

The North Primary Source


13 The North

ABOUT THE READING Workers in the Lowell, Massachusetts, textile mills were mostly young women. One of these young women was Lucy Larcom, who began working in the mills at age 11. Later in her life Larcom wrote about her years in Lowell. Below is an excerpt from her autobiography, A New England Girlhood.

VOCABULARYbobbins thread holders

frolicking playing

ploughed plowed

evaded avoided

unceasing unending

The newness of the job made it seem fun to Larcom at first.

Source: A New England Girlhood by Lucy Larcom. Peter Smith Publishers, 1889.

Name Class Date

I never cared much for machinery. The buzzing

and hissing of pulleys and rollers and spindles and

flyers around me often grew tiresome. . . But in a

room below us we were sometimes allowed to peer

in through a sort of blind door at the great water-

wheel that carried the works of the whole mill. It

was so huge that we could only watch a few of its

spokes at a time, and part of its dripping rim, mov-

ing with a slow, measured strength through the

darkness that shut it in. . .

After working in the mill for a while, Larcom

returned to school.

When I took my next three months at the gram-

mar school, everything there was changed, and I too

was changed. The teachers were kind and thorough

in their instruction, and my mind seemed to have

been ploughed up during that year of work, so

that knowledge took root in it easily. It was a great

delight to me to study, and at the end of the three

months the master told me that I was prepared for

the high school.

But alas! I could not go. The little money I could

earn—one dollar a week, besides the price of my

board—was needed in the family, and I must return

to the mill. . .

The printed regulations forbade us to bring

books into the mill, so I made my windowseat into

a small library of poetry, pasting its side all over

with newspaper clippings. . .

Some of the girls could not believe that the Bible

was meant to be counted among the forbidden

books. We all thought that the Scriptures had a

right to go wherever we went, and that if we needed

them anywhere, it was at our work. I evaded the law

by carrying some leaves from a torn Testament in

my pocket. . .

Still, we did not call ourselves ladies. We did not

forget that we were working girls, wearing coarse


14 The North

Lucy Larcom, Working in a Lowell Mill, continued Primary Source

In some mills, one huge water-wheel powered all the machines in the mill.

The girls lived on company prop-erty. Part of their pay was kept by the company to pay for their lodging.

Doing the same kind of work again and again could become boring, so many girls would paste reading materials up on the walls around them.

Name Class Date

aprons suitable to our work, and that there was

some danger of our becoming drudges. I know that

sometimes the confinement of the mill became very

wearisome to me. In the sweet June weather I would

lean far out of the window, and try not to hear the

unceasing clash of the sound inside. Looking away

to the hills, my whole stifled being would cry out,

“Oh, that I had wings!”

WHAT DID YOU LEARN?

1. How did Larcom feel about mill work at first?

2. In general, do you think that Larcom was pleased that she had worked in a mill?

Explain your position and provide examples from the text to support it.

Lucy Larcom, Working in a Lowell Mill, continued Primary Source


15 The North

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The Transportation RevolutionThe railroad probably affected life in the United States more than any

other invention during the 1800s. As more and more railroads were

built, cities and towns sprang up along railroad lines across the country.

The nation’s economy grew rapidly as railroads made it easier to trans-

port resources, such as coal and timber, from one area of the country

to another. Railroads often would haul goods to ports along rivers and

lakes where steamboats would take the goods and carry them farther.

The map below shows major railroad routes in the United States around

1850. It also shows areas where coal and timber were found.

MAP ACTIVITY

1. Circle the areas on the map that show where coal was found.

2. Place a box around the areas on the map that show where timber was found.

The North History and Geography


16 The North

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3. Use a bright color to trace a railroad route that connects Massachusetts to

Pennsylvania.

4. Suppose you want to build a railroad line that would make it easy to transport

coal from Illinois to Texas. Use a dark color to draw the route your railroad would

cover.

5. Shade the state that seems to have the most deposits of coal according to the map.

ANALYZING MAPS

1. Place If a train were traveling from Tennessee to South Carolina in 1850, what

other state would it pass through?

2. Region In what part of the country were most railroads built in the 1850s?

3. Movement Why do you think that some railroad lines were built along the Great

Lakes?

4. Interpreting How does the location of natural resources affect where railroads

were built?

5. Evaluating Why do you think that it was important to transport natural resources

to the East and Northeast?

EXTENSION ACTIVITYYou are riding on a train in 1850. Using the first person, write three

travel journal entries to describe what you might see on your journey.

Be sure to include the date on each of your entries.

The Transportation Revolution, continued History and Geography


17 The North

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The North Social Studies Skills

Participation

Personal Convictions and BiasLEARN THE SKILLPersonal convictions are those ideas that a person believes strongly.

Convictions may or may not be supported by facts or by reality.

Convictions may be guides by which a person lives, such as believing

that it is wrong to gossip. Convictions may include beliefs about others,

such as believing that persons of a particular group have certain charac-

teristics. That kind of conviction or belief may be a prejudice. Prejudice

means believing something, often negative, about a person or a group

without any evidence whatsoever.

When a person’s convictions affect the way he or she looks at infor-

mation, these convictions may be a bias. A bias is an inclination or a

prejudice for or against someone or something. A bias may be support-

ed by some facts. A person’s convictions may create bias or strengthen

bias that is already there. Convictions and bias can prevent you from

evaluating information accurately. If you are biased, you may ignore

evidence that conflicts with your convictions or prejudices. Good

researchers are aware of their convictions and biases and do not let

those convictions affect the accuracy of their work.

PRACTICE THE SKILLSome people have the conviction that some breeds of dogs are “born to

bite”—that no matter how they are raised or trained, these breeds are

always dangerous. Write a short paragraph explaining how you would

investigate this claim. Do you think that people who have this convic-

tion are biased or prejudiced? Explain your answer.

APPLY THE SKILLRead the statement below, from a history of the transportation revolu-

tion in the 1800s. Write a paragraph about the convictions and biases

that might have caused people to hold such beliefs at the time.

A group of Boston doctors warned that bumps produced by trains traveling at 15 or 20 miles an hour would lead to many cases of “con-cussion of the brain.” An Ohio school board declared that “such things as railroads . . . are impossibilities . . .”

Source: http://www.digitalhistory.uh.edu/database/article_display_printable.cfm?HHID=600


18 The North

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Newspaper Advertisement

You work for an advertising agency. Choose one invention introduced

during the Industrial Revolution and design a newspaper advertisement

to persuade readers to buy or use the invention.

PREWRITING

1. Noting Inventions Complete a chart like the one below to describe the inven-

tions in this section. Information about one invention has been listed to get you

started.

Invention Inventor Description/Benefits

Water frame Richard Arkwright Could create dozens of threads at same time; lowered the cost of cot-ton cloth/increased the speed of production

2. Recognizing Benefits Add benefits of the textile machines to the third column of

your chart.

3. Describing Travel Inventions Add the steamboat and locomotive to your chart.

Tell who was involved in their development. How did they change life for people

in the United States? How might you convince readers to use them?

4. Describing Technical Advances Add notes about the inventions mentioned in

this section to your chart. Then, look back over your notes. For which invention

will you write your advertisement?

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19 The North

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WRITING

5. Writing a Newspaper Advertisement Choose one invention to advertise. Then,

begin your advertisement with a catchy heading. Include an introductory sen-

tence that describes the invention. Then, tell the benefits of the invention and

who will use it. End with a call to action that tells your readers to buy or use the

invention. Finally, choose an illustration to accompany your advertisement.

Remember that newspaper advertisements have only a few lines of text with

which to grab and hold the reader’s attention. Use short, concise sentences to

describe the invention of your choice.

EVALUATING AND PROOFREADING

6. Evaluating Your Newspaper Advertisement Is your advertisement persuasive

enough to convince readers to buy or use the invention? Use the questions below

to evaluate and revise your advertisement.

Rubric

• Does the advertisement begin with a catchy title?

• Does the introductory sentence describe the invention?

• Does the text tell the benefits of the invention and who can use it?

• Does your concluding sentence give a call to action that tells readers to buy or

use the invention?

• Have you included an illustration to grab your readers’ attention?

• Is the advertisement as a whole persuasive?

7. Proofreading Your Advertisement To perfect your advertisement before sharing

it, check the following:

• Capitalization and spelling of all proper names and places

• Punctuation, grammar, and spelling

Newspaper Advertisement, continued Focus on Writing


20 The North

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REVIEWING VOCABULARY, TERMS, AND PEOPLEIn the space provided, write the vocabulary term that best matches each

description.

________________________ 1. period of rapid growth in the use of machines in

manufacturing and production

________________________ 2. tools used to produce items or to do work

________________________ 3. parts of a product made to be identical, making final

products easier to assemble, and broken products

easier to fix

________________________ 4. efficient production of large numbers of identical

goods

________________________ 5. allowed farmers to buy his reapers on credit

COMPREHENSION AND CRITICAL THINKINGRead each of the following pairs of sentences, and cross out the FALSE

sentence.

1. a. In 1832 Samuel Morse perfected the telephone.

b. In 1832 Samuel Morse perfected the telegraph.

2. a. Inventions such as John Deere’s iron plow made farming easier.

b. Inventions such as John Deere’s steel plow made farming easier.

3. a. Matches were introduced in the 1830s, and the safety pin was invented in 1849.

b. Matches were introduced in the 1830s, and iceboxes were invented in 1849.

4. a. Eli Whitney claimed he could mass-produce muskets.

b. Eli Whitney claimed he could mass-produce cannons.

The North Chapter Review

BIG IDEAS 1. The Industrial Revolution transformed the way goods were produced in the

United States.

2. The introduction of factories changed working life for many Americans.

3. New forms of transportation altered business, travel, and communication in the United States.

4. Advances in technology led to new inventions that continued to change daily life and work.


21 The North

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REVIEWING THEMESUsing the themes listed below, determine which relate to each

statement.

Themes

geography politics economicstechnology and

innovationsociety and

culturereligion

________________________ 1. New England had many rivers and streams that pro-

vided power for textile mills.

________________________ 2. Many Americans realized that the United States had

been relying too heavily on foreign goods.

________________________ 3. The steamboat and the railroad increased the pace of

American life.

________________________ 4. The growth in communication, trade, and travel

encouraged the development of new towns and

businesses.

________________________ 5. More than 500 steamboats were in use by 1840.

REVIEW ACTIVITY: MUSEUM EXHIBITWhat types of exhibits would you include in a museum to show how

technology changed America in the early 1800s? Would some parts

of your museum be interactive, allowing visitors to climb up into the

exhibits? On a separate sheet of paper, make a map of one room, show-

ing what exhibits you would include there. Label the exhibits clearly.

Some ideas for possible exhibits have been listed below. Add to or

change these to make your museum room interesting for people of all

ages.

icebox spinning jenny model steamboat Tom Thumb photo

steam engine musket steel plow Morse code message

Seth Thomas clock McCormick reaper power loom photo of mill/

workers

The North, continued Chapter Review


22 The North

Using MeasurementsOVERVIEW/PURPOSEStudents will learn how much the growth and development of the United States depended on a

uniform system of measurements. Focusing on distance and area measurements, students will

learn how early surveyors made measurements to be used for transportation and land holdings.

Focusing on volume measurements, students will see how farmers used measurements as they

processed maple sap into syrup and divided it into measured containers for sale. Students will also

learn how machine measurements were important to industrial production.

PLANNINGTime SuggestedTwo 45-minute blocks

Materials

• yardstick

• rulers

• white chalk

• Student Handout 1: “Measuring Up”

• Student Handout 2: “Keeping Track: Measurement Record”

• Student Handout 3: “Graphic Organizer”

• Student Handout 4: “A Sweet Treat for Early Settlers”

Resources Onlinehttp://ts.nist.gov/ts/htdocs/230/235/appxc/appxc.htm

Benjamin Banneker: Surveyor, Astronomer, Publisher, Poet. Charles Cerami, Charles A. Cerami,

Robert M. Silverstein. Wiley, 2002.

Preparation

• Schedule time each day for students to complete projects in class.

• Make a note to have students add a second set of stride and hand span measurements to the

project during the final week of the school year.

Group SizeStudents will be paired for Step 4; for all other steps, the entire class will work together.

The North Teacher’s Interdisciplinary Project

Math


23 The North

Documents

The North Vocabulary Builder Section 1 - PC\|MACimages.pcmac.org/SiSFiles/Schools/NJ/BerlinTownshipSD... · 4.People began looking for ways to use machines to make items quickly and