Chapter Introduction 2

1. Chapter Introduction 2 Southern Cotton Kingdom Geography shapes the physical, economic, and political challenges a region faces. Cotton was vital to the economy of the South.

2. Chapter Introduction 3 Life in the South Geography shapes the physical, economic, and political challenges a region faces. Most of the people in the South worked in agriculture in the first half of the 1800s.

3. Chapter Introduction 4 The Peculiar Institution Differences in economic, political, and social beliefs and practices can lead to division within a nation and have lasting consequences. Enslaved African Americans developed a unique culture and fought against slavery.

4. Section 1-Guide to Reading 1 In the last chapter, you learned about life in and the economy of the Northeastern states. In this section, you will learn about the economy of the South. • Unlike the North, the Southern economy remained mainly agrarian. (page 423) • For many reasons, industry developed slowly in the South. (page 424)

5. Section 1-Guide to Reading 2 Upper South Deep South cotton gin capital  predominant  sum Eli Whitney William Gregg Joseph Reid Anderson

6. Section 1-Daily Lesson Notes 1 Cotton is still an important industry in the United States. Today 98 percent of cotton is grown in 14 states, with Texas producing the largest share. Each year over 14.5 million acres of cotton are harvested on 35,000 family farms, producing 16.9 million bales. Each bale weighs about 500 pounds.

7. I. Rise of the Cotton Kingdom (page 423) Section 1-Daily Lesson Notes 2 A. Most Southerners lived along the Atlantic coast in Maryland, Virginia, Tennessee, and North Carolina. This area became known as the Upper South. By 1850 the population had spread inland to the states of the Deep South—Georgia, South Carolina, Alabama, Mississippi, Louisiana, Florida, Arkansas, and Texas. B. After the American Revolution, demand for cotton increased. European mills wanted Southern cotton to make into cloth.

8. I. Rise of the Cotton Kingdom (page 423) Section 1-Daily Lesson Notes 3 C.Eli Whitney invented the cotton gin, a machine that removed seeds from cotton fibers more quickly than could be done by hand. Because cotton could be processed more quickly, Southern farmers wanted to grow more. They depended on slave labor to plant and pick cotton. D. The Deep South grew cotton, rice, and sugarcane. The Upper South produced tobacco, hemp, wheat, and vegetables.

9. I. Rise of the Cotton Kingdom (page 423) Section 1-Daily Lesson Notes 4

10. I. Rise of the Cotton Kingdom (page 423) Section 1-Daily Lesson Notes 5 What caused the value of enslaved workers to increase? The value of enslaved workers increased because their labor in producing cotton and sugar became more important as the demand for those products increased.

11. II. Industry in the South (pages 424–426) Section 1-Daily Lesson Notes 6 A. The South remained primarily an agricultural economy, with little industry, because cotton was so profitable. Another reason was because Southerners invested in land and enslaved workers and did not have capital—money to invest in business. Because many Southerners were enslaved people, who did not have money to purchase goods, the market was smaller.

12. II. Industry in the South (pages 424–426) Section 1-Daily Lesson Notes 7 B. Some Southerners simply did not want industry in the South. Others, however, wanted factories to be built. They argued that industry would help the region remain independent and develop its economy. William Gregg opened a textile mill in South Carolina. Joseph Reid Anderson took over a factory in Virginia that became one of the nation’s leading producers of iron. C. Cotton farming expanded into Mississippi, Alabama, and areas along the Mississippi River and its tributaries. This led to statehood for Mississippi, Alabama, and Arkansas.

13. II. Industry in the South (pages 424–426) Section 1-Daily Lesson Notes 8 Click the map to view a dynamic version.

14. II. Industry in the South (pages 424–426) Section 1-Daily Lesson Notes 9

15. II. Industry in the South (pages 424–426) Section 1-Daily Lesson Notes 10 D. The main mode of transportation in the South was by boat on natural waterways. E. Southerners also built railroads, but these rail lines were short, local, and did not link all parts of the South. This railway shortage would cause problems for the South during the coming Civil War.

16. II. Industry in the South (pages 424–426) Section 1-Daily Lesson Notes 11 How did Southern transportation differ from Northern transportation? Transportation in the South was mainly on natural waterways, such as rivers. In the North, people traveled more on canals. Roads in the South were poor, and Southern rail lines did not connect to form a network. Roads in the North were easier to travel, and Northern rail lines formed a network that connected major cities, even though the cities were a great distance apart.

17. Section 2-Guide to Reading 1 In the last section, you learned about the economy of the South. In this section, you will read about the way of life of the Southern people. • Most farmers in the South did not own slaves and lived in poor rural areas. (page 428) • Plantations varied in size and wealth and contained varying numbers of enslaved people. (page 429) • The South was home to several large cities, and education began to grow in the mid-1800s. (page 430)

18. Section 2-Guide to Reading 2 New Orleans Charleston Mobile Savannah Columbia Chattanooga Montgomery Atlanta yeoman  tenant farmer  fixed cost credit overseer purchase exceed

19. Section 2-Daily Lesson Notes 1 During the Civil War, the Mason-Dixon Line became symbolic for the boundary between the North and South. The line separated Pennsylvania, a free state, from Maryland and Delaware, slave-owning states.

20. I. Life on the Small Farms (page 428) Section 2-Daily Lesson Notes 2 A. Most white Southerners were small farmers without—or with just a few—enslaved workers. Only a handful of planters could afford both a large number of slaves and grand mansions. B.Yeomen were farmers who did not have slaves. They made up the largest group of whites in the South. C. Tenant farmers worked on their landlords’ estates, not their own land.

21. I. Life on the Small Farms (page 428) Section 2-Daily Lesson Notes 3

22. I. Life on the Small Farms (page 428) Section 2-Daily Lesson Notes 4 D. Rural poor people in the South would not take jobs that resembled the work of enslaved people. They were proud and self-sufficient, although other Southerners looked down on them. They planted their own food and hunted and fished. E. Most Southerners lived in simple homes, such as cottages made of wood and plaster with thatched roofs. Later many lived in frame houses or log cabins.

23. I. Life on the Small Farms (page 428) Section 2-Daily Lesson Notes 5 Describe a yeoman’s farm life. Yeomen owned their farms, which ranged in size from 50 to 200 acres. Yeoman grew crops for their own use, and they also sold crops to local merchants. Often they traded their crops for goods and services.

24. II. Plantations (pages 429–430) Section 2-Daily Lesson Notes 6 A. Plantations were large estates, some covering several thousand acres, with comfortable farmhouses. B. Plantation owners measured their wealth by the number of enslaved workers they had. About 12 percent of the Southern population had more than half of the slaves.

25. II. Plantations (pages 429–430) Section 2-Daily Lesson Notes 7 C. Some free African Americans had enslaved workers. Most of these African Americans purchased their own family, so they could free them. D. Plantations had fixed costs—regular expenses such as housing, food for workers, and maintenance of cotton gins. These prices remained the same, while cotton prices changed from season to season.

26. II. Plantations (pages 429–430) Section 2-Daily Lesson Notes 8 E. Planters sold their cotton in cities such as New Orleans, Charleston, Mobile, and Savannah to get the best prices. These trade centers were important to the cotton economy. F. The agents of the cotton exchanges extended credit—a form of loan—to planters and then would hold the cotton for several months, waiting for the prices to rise.

27. II. Plantations (pages 429–430) Section 2-Daily Lesson Notes 9 G. Plantation wives were responsible for watching over household slaves, tending to them when they were sick, serving as the plantation’s accountant, and supervising the plantation’s buildings and the fruit and vegetable gardens. H. Large plantations had many enslaved people to perform different duties. Some slaves were domestic servants, blacksmiths, carpenters, shoemakers, and weavers. Others tended livestock. Most slaves worked in the fields, planting and harvesting crops. They were supervised by an overseer, or plantation manager.

28. II. Plantations (pages 429–430) Section 2-Daily Lesson Notes 10 Why would the life of a plantation wife be lonely? Plantation wives were lonely because their husbands traveled frequently to look at land or deal with agents, so wives spent much time alone. They were also isolated on large plantations, some of which were out west in frontier country.

29. III. City Life and Education (pages 430–431) Section 2-Daily Lesson Notes 11 A. Several cities in the South were located at the crossroads of rail lines. These cities included Columbia, South Carolina; Chattanooga, Tennessee; Montgomery, Alabama; and Atlanta, Georgia. B. In the cities, free African Americans could form their own communities, although they still had limited rights. They could not move to other states and were not given equal rights in politics.

30. III. City Life and Education (pages 430–431) Section 2-Daily Lesson Notes 12 C. Plantation owners and other wealthy Southerners sent their children to private schools, where they learned mathematics, religion, Greek, Latin, and public speaking. D. Although no statewide public school system existed, some Southern cities established public schools. By the mid-1800s there were hundreds of public schools operating in North Carolina. Kentucky had also established a funding system for public schools.

31. III. City Life and Education (pages 430–431) Section 2-Daily Lesson Notes 13 E. Despite the growth in education, the South lagged behind the North in literacy. Because homes were far apart, it was a great hardship for people to send their children to school. Some Southerners also believed that education was a private matter and that the state should not fund education.

32. III. City Life and Education (pages 430–431) Section 2-Daily Lesson Notes 14 Why was it difficult for Southern children to attend school? Although the South was heavily populated, there were few people per square mile. This created great distances between people and school, so children would need to travel far to attend school.

33. Section 2-Section Review 1 • Many farmers in the South were yeomen who lived on small farms. • Many plantations were small and had relatively few slaves. • By the mid-1800s, the number of cities in the South was increasing, and education was growing.

34. Section 3-Guide to Reading 1 In Section 2, you learned about the life of Southern whites in the country, as well as about life in Southern cities. In this section, you will learn about slavery and the lives of African Americans in the South. • Enslaved African Americans faced many hardships but were able to create family lives, religious beliefs, and a distinct culture. (page 433) • Many enslaved people fought against slavery. (page 434)

35. Section 3-Guide to Reading 2 Nat Turner Harriet Tubman Frederick Douglass spiritual  slave codes constant communicate

36. Section 3-Daily Lesson Notes 1 Nat Turner, who led the famous slave rebellion of 1831, also inspired a controversial novel, The Confessions of Nat Turner. Written by William Styron in 1966, it won the Pulitzer Prize two years later.

37. I. Life Under Slavery (pages 433–434) Section 3-Daily Lesson Notes 2 A. Enslaved people faced many uncertainties. At any time, family members could be sold to another planter, or a slaveholder’s death could lead to the breakup of a family. B. Close-knit extended families became a vital feature of African American culture. If a parent were sold away, another family member could raise the children left behind.

38. I. Life Under Slavery (pages 433–434) Section 3-Daily Lesson Notes 3 C. Enslaved African Americans fused their own culture with American elements. They practiced African music and dance and passed African folk stories to their children. Some wore African clothing and followed many of their own African religious practices. D. Enslaved people were not allowed to marry by law, but they created their own marriage ceremonies.

39. I. Life Under Slavery (pages 433–434) Section 3-Daily Lesson Notes 4 E. In 1808 Congress passed a law prohibiting new slaves from entering the country, but slavery was still legal. The growth of the African American population came from children born in the United States. F. Christianity became a religion of hope and resistance to enslaved African Americans. Their beliefs were expressed in spirituals, African American folk songs.

40. I. Life Under Slavery (pages 433–434) Section 3-Daily Lesson Notes 5 What purpose did spirituals serve African Americans? They provided a way for African Americans to express their faith and hope and lament about their suffering. Spirituals also provided a way for enslaved African Americans to communicate secretly with one another.

41. II. Resisting Slavery (pages 434–437) Section 3-Daily Lesson Notes 6 A. Between 1830 and 1860, the slave codes—laws in the Southern states that controlled enslaved people—became more severe. The slave codes prevented enslaved people from assembling in large groups or learning to read and write. B. Some enslaved people planned uprisings. In 1800 Gabriel Prosser planned a rebellion in Virginia but was convicted and executed before the rebellion occurred. Denmark Vesey planned a slave revolt in 1821 but was betrayed at the last minute by some of his followers.

42. II. Resisting Slavery (pages 434–437) Section 3-Daily Lesson Notes 7 C.Nat Turner, an African American slave and popular religious leader, led a group of followers in a brief rebellion in 1831 in Virginia. The rebellion led to more severe slave codes. D. Enslaved people resisted slavery by working slowly or pretending to be sick. Some set fire to plantation buildings or broke tools.

43. II. Resisting Slavery (pages 434–437) Section 3-Daily Lesson Notes 8 E.Harriet Tubman and Frederick Douglass were two African Americans born into slavery, who later escaped to the North to freedom. F. Most escaped slaves who succeeded were from the Upper South. They traveled on the Underground Railroad—a network of safe houses owned by free blacks and whites who opposed slavery. G. Life in the North was not always safe for escaped slaves. Some fugitive slaves were captured and returned to the South. Runaways who were returned to their masters faced harsh discipline.

44. II. Resisting Slavery (pages 434–437) Section 3-Daily Lesson Notes 9 Why did escaped slavesgotoCanada? Escaped slaves in Northern communities were often captured and returned South. Those in Canada were not returned.

45. Section 3-Section Review 1 • Enslaved Southerners developed a culture and religion that had both African and American elements. • While some enslaved people attempted to rebel openly against slavery, others resisted by running away, refusing to work, or destroying farm tools.