K W L(T.O.D.)

WRITE THE SENTENCES AND FILL IN WRITE THE SENTENCES AND FILL IN THE BLANKSTHE BLANKS

►Large-scale agriculture dominated the Large-scale agriculture dominated the South’s economy through-out the South’s economy through-out the ______, or pre-Civil war period.______, or pre-Civil war period.

►Eli Whitney was known for the _____ Eli Whitney was known for the _____ the most innovative invention during the most innovative invention during this period.this period.

Essential Question:Essential Question:How was Georgia’s economy affected How was Georgia’s economy affected before during and after the Civil War?before during and after the Civil War?

►Standard: SS8H6- The student will Standard: SS8H6- The student will analyze the impact of the Civil War analyze the impact of the Civil War and Reconstruction of Georgiaand Reconstruction of Georgia Explain the importance of key issues and Explain the importance of key issues and

events that led to the Civil Warevents that led to the Civil War SLAVERY, states’ rights, nullification, SLAVERY, states’ rights, nullification, Missouri Compromise, Compromise of Missouri Compromise, Compromise of 1850 and the Georgia Platform.1850 and the Georgia Platform.

Southern SocietySouthern SocietySouthern SocietySouthern Society““Slavocracy”Slavocracy”

[plantation owners][plantation owners]““Slavocracy”Slavocracy”

[plantation owners][plantation owners]

The “Plain Folk”The “Plain Folk”[white yeoman farmers][white yeoman farmers]

The “Plain Folk”The “Plain Folk”[white yeoman farmers][white yeoman farmers]

6,000,0006,000,000

Black FreemenBlack FreemenBlack FreemenBlack Freemen

House SlavesHouse SlavesField HandsField Hands3,200,0003,200,000

House SlavesHouse SlavesField HandsField Hands3,200,0003,200,000

250,000250,000

Total US Population Total US Population 23,000,000 23,000,000[9,250,000 in the South = 40%][9,250,000 in the South = 40%]

““Poor Whites”Poor Whites”““Poor Whites”Poor Whites”

REVIEW:REVIEW:► In Groups, Complete the following In Groups, Complete the following

chartchart Life as an Enslaved Person

Work List and give descriptions

Life

Culture

Reasons for Challenging Slavery

Ways of Challenging Society

ClassworkClasswork

►Workbook pages 74, 75 and 78Workbook pages 74, 75 and 78

HOMEWORKHOMEWORK

Finish the RTS’s in Chapter 15Finish the RTS’s in Chapter 15

Work on Semester Study guideWork on Semester Study guide

Antebellum DaysAntebellum Days

The period before the Civil The period before the Civil War is called War is called antebellumantebellum..

Characteristics of Characteristics of the Antebellum the Antebellum

SouthSouth

Characteristics of Characteristics of the Antebellum the Antebellum

SouthSouth1.1. Primarily agrarian.Primarily agrarian.

2.2. Economic power shifted from the Economic power shifted from the “upper South” to the “lower South.”“upper South” to the “lower South.”

3.3. ““Cotton Is King!”Cotton Is King!” * 1860 * 1860 5 mil. bales a yr. 5 mil. bales a yr. (57% of total US exports). (57% of total US exports).

4.4. Very slow development of industrialization.Very slow development of industrialization.

5.5. Rudimentary financial system.Rudimentary financial system.

6.6. Inadequate transportation system.Inadequate transportation system.

Southern Southern AgricultureAgricultureSouthern Southern

AgricultureAgriculture

Changes in Cotton Changes in Cotton ProductionProduction

Changes in Cotton Changes in Cotton ProductionProduction

18201820

18601860

The Institution of SlaveryThe Institution of Slavery► Slavery began in 1619 when Slavery began in 1619 when

a Dutch trader brought sixty a Dutch trader brought sixty blacks to Virginia to work in blacks to Virginia to work in tobacco.tobacco.

► People who traded in slaves People who traded in slaves would journey to Africa and would journey to Africa and often trade beads, blankets, often trade beads, blankets, and rum for captured tribal and rum for captured tribal prisoners.prisoners.

► Slaves were crowded onto Slaves were crowded onto ships and brought to ships and brought to America and the West America and the West Indies for sale to plantation Indies for sale to plantation owners.owners.

The Cotton GinThe Cotton Gin•The Cotton Gin is The Cotton Gin is invented in 1793 by Eli invented in 1793 by Eli Whitney, thereafter, Whitney, thereafter, more cotton is grown.more cotton is grown.

•More slaves were More slaves were needed for cotton needed for cotton production.production.

•Slave prices ranged Slave prices ranged from a few hundred from a few hundred dollars to almost two dollars to almost two thousand.thousand.

Slaves Using the Cotton Slaves Using the Cotton GinGin

Slaves Using the Cotton Slaves Using the Cotton GinGin

Life as a Slave

►Slaves ate fatback, Slaves ate fatback, molasses and corn molasses and corn bread. On some bread. On some plantations they could plantations they could grow a vegetable grow a vegetable garden. garden.

►Slaves wore clothing Slaves wore clothing made from material made from material that would last a long that would last a long time.time.

• House slaves were House slaves were generally treated better generally treated better than field workers. than field workers.

•House slaves were House slaves were generally given clothes generally given clothes that members of the that members of the plantation families no plantation families no longer wore.longer wore.

•Most slaves lived in one-Most slaves lived in one-room huts with fireplaces room huts with fireplaces for heating and cooking.for heating and cooking.

•They had little furniture – They had little furniture – a table, chairs, and a a table, chairs, and a pallet to sleep on.pallet to sleep on.

• On rice plantations each On rice plantations each field slave was expected to field slave was expected to produce four or five barrels of produce four or five barrels of rice each season.rice each season.

•On cotton and tobacco On cotton and tobacco plantations, they spent most plantations, they spent most of the growing season of the growing season stooped over “chopping stooped over “chopping cotton” removing weeds from cotton” removing weeds from the fields.the fields.

•Slaves worked six days Slaves worked six days each week from sunup until each week from sunup until sundown.sundown.

•At harvest, each slave had a At harvest, each slave had a set amount to bring in, or be set amount to bring in, or be punished.punished.

Plantation Work

•Slave women worked as Slave women worked as hard as the men. hard as the men.

•When not working in the When not working in the fields, the women spent time fields, the women spent time spinning, sewing, weaving, spinning, sewing, weaving, preparing food, and caring for preparing food, and caring for the children.the children.

•The children carried water to The children carried water to the fields, gathered nuts and the fields, gathered nuts and berries, and collected kindling berries, and collected kindling for the fires. for the fires.

•All slaves continued working All slaves continued working until they were either too old until they were either too old or too sick to be of any use in or too sick to be of any use in the fields or the plantation the fields or the plantation house.house.

•All slaves worked under All slaves worked under the supervision of an the supervision of an overseer and a driver.overseer and a driver.

•An overseer was An overseer was employed by the owner employed by the owner to manage the slaves on to manage the slaves on a day-to-day basis. He a day-to-day basis. He was usually paid $200 to was usually paid $200 to $1,000 per year. He also $1,000 per year. He also had the use of a house had the use of a house and small piece of land.and small piece of land.

•A driver was often an A driver was often an older slave who was loyal older slave who was loyal to the owner and who to the owner and who could manage the other could manage the other slaves.slaves.

PunishmentPunishment•The usual punishment for The usual punishment for not working was thirty not working was thirty nine lashes with a nine lashes with a cowhide whip.cowhide whip.

•Punishments could not Punishments could not be so severe that it be so severe that it diminished the value of diminished the value of the slave. A “prime” field the slave. A “prime” field hand could be worth as hand could be worth as much as $1,800.much as $1,800.

•If overseers punished too If overseers punished too severely they would be severely they would be dismisseddismissed.

Slave FamiliesSlave Families •Masters encouraged Masters encouraged slave women to marry slave women to marry men on adjoining farms or men on adjoining farms or plantations because any plantations because any children would be the children would be the property of the women’s property of the women’s master.master.

The law did not recognize The law did not recognize slave marriages.slave marriages.

•Slave families were Slave families were sometimes separated if sometimes separated if there was a change in the there was a change in the master’s life, such as master’s life, such as death, marriage of the death, marriage of the master’s child, or master’s child, or payment of debits.payment of debits.

Religion in the Religion in the Slave Slave

CommunityCommunity

•Many took comfort in Many took comfort in religion. During the religion. During the Great Revival or Great Revival or Second Second Great Awakening Great Awakening of the of the early 1800s, many early 1800s, many converted to Christianity.converted to Christianity.

•Most large plantations Most large plantations had a church or chapel had a church or chapel where both slave and where both slave and plantation families plantation families attended worship attended worship services.services.

•On some plantations, On some plantations, slaves were allowed to slaves were allowed to hold their own services hold their own services in the slave quarters.in the slave quarters.

Music in the Music in the Slave Slave

CommunityCommunity

•Musicians played a key Musicians played a key role as teachers, role as teachers, entertainers, and entertainers, and preservers of African folk preservers of African folk culture.culture.

•Music was an important Music was an important part of ceremonies and part of ceremonies and festivals in West African festivals in West African society.society.

•The fiddle was more The fiddle was more popular than the banjo, popular than the banjo, which was an African which was an African instrument. It was a high instrument. It was a high honor to be nicknamed honor to be nicknamed “fiddler”.“fiddler”.

•Slaveholders feared African Slaveholders feared African drums and prohibited their use. drums and prohibited their use. They believed they could be used They believed they could be used to signal a slave revolt.to signal a slave revolt.

•To preserve the complex To preserve the complex rhythms of West Africa, slaves rhythms of West Africa, slaves resorted to “Jubba patting”, which resorted to “Jubba patting”, which was hand clapping, body was hand clapping, body slapping, and foot tapping.slapping, and foot tapping.

•Songs were an outlet for protest. Songs were an outlet for protest. Often, songs conveyed images Often, songs conveyed images of broken families, the burden of of broken families, the burden of work, and cruel treatment.work, and cruel treatment.

•Sometimes the songs expressed Sometimes the songs expressed joy, deliverance, and hope for a joy, deliverance, and hope for a brighter future – even if that brighter future – even if that future lay in the next world.future lay in the next world.

Slave Slave EducationEducation

•By law, slaves could not By law, slaves could not be taught to read and be taught to read and write. write.

•However, sometimes However, sometimes slave owners taught slave owners taught trusted slaves to read well trusted slaves to read well enough to distinguish enough to distinguish labels on foodstuffs or to labels on foodstuffs or to write simple messages.write simple messages.

•The Bible was used to The Bible was used to teach slaves the basics of teach slaves the basics of reading and writing.reading and writing.

Slave CodesSlave Codes

It was against the law for It was against the law for slaves to:slaves to:

► testify against whitestestify against whites► show disrespect to show disrespect to

white peoplewhite people► make any kind of make any kind of

physical contactphysical contact► hit a white personhit a white person► carry a weaponcarry a weapon► travel away from the travel away from the

plantation without a plantation without a passpass

Slave Slave UprisingsUprisings

► In 1800, Gabriel Prosser In 1800, Gabriel Prosser planned an attack on planned an attack on Richmond, Virginia. He Richmond, Virginia. He was betrayed by two was betrayed by two slaves. Prosser was slaves. Prosser was executed.executed.

► In 1822, Denmark Vesey, In 1822, Denmark Vesey, led a group that was led a group that was prepared to take prepared to take Charleston, SC. He was Charleston, SC. He was betrayed and executed.betrayed and executed.

► In 1831, Nat Turner, led In 1831, Nat Turner, led the bloodiest slave revolt the bloodiest slave revolt in U.S. history. Sixty-five in U.S. history. Sixty-five white men, women, and white men, women, and children were killed. children were killed. Turner and twenty Turner and twenty others were killed.others were killed.

Southern SocietySouthern Society

►Southern Society during the Southern Society during the Antebellum PeriodAntebellum Period Draw a pyramid and divide it into 5 tiers Draw a pyramid and divide it into 5 tiers

(levels).(levels). Place the different groups of Southern Place the different groups of Southern

Society into the pyramid.Society into the pyramid.►Who goes on the top?Who goes on the top?►Who goes on the bottom?Who goes on the bottom?

WARM-UPWARM-UP

AbolitionistsAbolitionists

There were people who There were people who wanted to end slavery. wanted to end slavery. These abolitionists made These abolitionists made speeches, wrote books, speeches, wrote books, and offered safe homes and offered safe homes for runaway slaves.for runaway slaves.

► William Lloyd Garrison William Lloyd Garrison published published The LiberatorThe Liberator

► Harriet Beecher Stowe Harriet Beecher Stowe wrote wrote Uncle Tom’s CabinUncle Tom’s Cabin

► Frederick Douglass, Frederick Douglass, published published The North StarThe North Star

► Sojourner Truth was famous for her speeches

John BrownJohn Brown►In 1859, John Brown led a In 1859, John Brown led a party of twenty-one men, party of twenty-one men, blacks as well as whites, to blacks as well as whites, to capture the federal arsenal at capture the federal arsenal at Harper’s Ferry, Virginia (now Harper’s Ferry, Virginia (now West Virginia).West Virginia).►They killed the mayor and They killed the mayor and held forty citizens hostage.held forty citizens hostage.►Within twenty-four hours, Within twenty-four hours, Brown was captured by Col. Brown was captured by Col. Robert E. LeeRobert E. Lee►Brown was executed two Brown was executed two months later and became a months later and became a martyr for the abolitionist martyr for the abolitionist cause.cause.

The Underground RailroadThe Underground Railroad

►A chain of homes, farms, and churches where A chain of homes, farms, and churches where runaway slaves could hide from slave catchers.runaway slaves could hide from slave catchers.►Harriet Tubman helped slaves escape to Canada on The Underground Railroad

The Underground RailroadThe Underground Railroad

►Slaves moved from place to place at Slaves moved from place to place at night until they reached a safe place or night until they reached a safe place or crossed the border into Canada.crossed the border into Canada.►Tubman and others helped up to Tubman and others helped up to 50,000 slaves escape between 1830 50,000 slaves escape between 1830 and 1860.and 1860.

►As the North and South grew apart, As the North and South grew apart, the future of the nation began to look the future of the nation began to look uncertain. These differences uncertain. These differences eventually lead to the South breaking eventually lead to the South breaking away from the Union.away from the Union.

Examine the picture belowWho do you think the images represent?What do you think is the topic of the picture?What do you think is the feeling of the artist on this topic?

DEBATE OVER SLAVERY

EVENT EFFECT

1.

2.

3.

4

5

6

Ch. 15Section 3

DEBATE OVER SLAVERY

EVENT EFFECT

1. Northwest Ordinance No Slavery in Northwest Territory

2.Southwest Ordinance Slavery allowed in Tennessee

3.Missouri Compromise Set rules for Expansion of slavery

4 Mexican-American War Added new territory- Large area of land to US for 15 million

5 Wilmot Proviso Caused arguments over the spread of slavery forbid slavery in territory acquired during the war

6 California Gold Rush Population grew; asked to be made a state Slavery still a problem

Ch. 15Section 3

Warm-UpWarm-Up

Growing Apart Handout Growing Apart Handout Artifact 2Artifact 2

North South

Economy

Labor

Population

Culture

WARM-UPWARM-UP

►The Issue of Slavery grew more and more The Issue of Slavery grew more and more with the expansion of the United States.with the expansion of the United States.

►Congress felt that there should be a healthy Congress felt that there should be a healthy balance between free and slave states.balance between free and slave states.

► If more slave states were added, free states If more slave states were added, free states would lose power in Congress. (And Vice would lose power in Congress. (And Vice versa)versa)

►The nation needed to find a solution to such a The nation needed to find a solution to such a divisive issue, but there was SO much to divisive issue, but there was SO much to consider.consider.

Economic Economic ConsiderationsConsiderations

► The economy of the The economy of the North was based on North was based on industry. industry.

► Northerners worked Northerners worked in factories, mines, in factories, mines, banks, stores, and on banks, stores, and on railroads to take care railroads to take care of their families.of their families.

► The South, depended The South, depended on agriculture. on agriculture.

► Cotton and tobacco Cotton and tobacco were the two main were the two main crops. Most cotton crops. Most cotton was shipped north was shipped north where it was made where it was made into thread and cloth.into thread and cloth.

Also, The North was growing fastly It had more people per sq. mile.

Cultural Cultural DifferencesDifferences

► Lifestyles:Lifestyles: The North had several The North had several

large cities where one large cities where one could attend concerts, could attend concerts, museums, lectures, or museums, lectures, or the theatre.the theatre.

The South had few of The South had few of these except in cities these except in cities such as Charleston, such as Charleston, Savannah, Richmond, Savannah, Richmond, and New Orleans. and New Orleans. Instead, they attended Instead, they attended revivals, quilting bees, revivals, quilting bees, hunting, and horse hunting, and horse racing partiesracing parties. Wanted to . Wanted to keep ties to England.keep ties to England.

3 MAJOR EVENTS LED TO THE3 MAJOR EVENTS LED TO THECIVIL WARCIVIL WAR

►Missouri CompromiseMissouri Compromise►Compromise of 1850Compromise of 1850►Kansas-Nebraska ActKansas-Nebraska Act

►Georgia Politics:Georgia Politics:

►Democrats were for states’ rights and Democrats were for states’ rights and took a strong stand for slavery.took a strong stand for slavery.

►Whigs were mostly members of the Whigs were mostly members of the upper social classes. They favored a upper social classes. They favored a moderate protective tariff and federal moderate protective tariff and federal help for the South.help for the South.

►Constitutional Union Party was formed Constitutional Union Party was formed in the early 1850s. It broke up in 1852.in the early 1850s. It broke up in 1852.

►After the Compromise of 1850, Georgia After the Compromise of 1850, Georgia democrats formed the States Rights democrats formed the States Rights Party. Party.

Compromise of 1820 Compromise of 1820 or or

The Missouri The Missouri CompromiseCompromise

►The first The first clash clash between between proslavery proslavery and and antislaverantislavery forces y forces was over was over the the balance of balance of power in power in the U.S. the U.S. Congress.Congress.

The Missouri Compromise or The Missouri Compromise or Compromise of 1820Compromise of 1820

► In 1820, Maine was admitted as a free In 1820, Maine was admitted as a free state and Missouri as a slave state.state and Missouri as a slave state.

►The compromise stated that there The compromise stated that there would be no slavery north of 36 would be no slavery north of 36 degrees latitude, an area that included degrees latitude, an area that included any lands west of the southern any lands west of the southern boundary of Missouri.boundary of Missouri.

The Compromise of 1850The Compromise of 1850►California entered the California entered the Union as a free state.Union as a free state.►Slave trading was ended Slave trading was ended in the District of Columbia.in the District of Columbia.►Residents of D.C. could Residents of D.C. could keep the slaves they keep the slaves they already had.already had.►New Mexico and Utah New Mexico and Utah Territories could vote to Territories could vote to determine if they were determine if they were going to permit slavery or going to permit slavery or not.not.►Fugitive Slave Act: Fugitive Slave Act: Runaway slaves would be Runaway slaves would be returned to their owners.returned to their owners.

Kansas-Kansas-Nebraska ActNebraska Act

►The bill was passed The bill was passed in 1854, creating the in 1854, creating the Kansas and Nebraska Kansas and Nebraska Territories.Territories.►The act provided for The act provided for Popular Sovereignty, Popular Sovereignty, the right for the the right for the people in those people in those territories to decide territories to decide whether they were to whether they were to allow slavery or not.allow slavery or not.►Fights broke out Fights broke out between the Free between the Free Soilers, who were Soilers, who were against slavery, and against slavery, and the proslavery forces. the proslavery forces. Many were killed. It Many were killed. It came to be known as came to be known as “Bleeding Kansas”.“Bleeding Kansas”.

Dred Dred ScottScott

►In 1834, Dred Scott, a In 1834, Dred Scott, a slave, was taken by his slave, was taken by his owner from the slave state owner from the slave state of Missouri to the free state of Missouri to the free state of Illinois. Later they went to of Illinois. Later they went to Wisconsin, another free Wisconsin, another free state.state.►When Scott and his owner When Scott and his owner returned to Missouri, Scott returned to Missouri, Scott filed a lawsuit claiming he filed a lawsuit claiming he was free since he had lived was free since he had lived in a free state.in a free state.►In March 1857, the In March 1857, the Supreme Court ruled that Supreme Court ruled that Scott could not sue because Scott could not sue because he was a slave, and slaves he was a slave, and slaves were not citizens. They also were not citizens. They also said that Congress could not said that Congress could not stop slavery in the stop slavery in the Territories.Territories.

COLOR THE MAP BASED ON COLOR THE MAP BASED ON THE MISSOURI COMPROMISE THE MISSOURI COMPROMISE

look on pg. 264look on pg. 264

HOMEWORK: HOMEWORK: Show What You KnowShow What You Know

Imagine you are a citizen of the new Imagine you are a citizen of the new United States. United States.

Write a (3-paragraph) letter to a friend or Write a (3-paragraph) letter to a friend or relative in Europe.relative in Europe.

In your letter, tell about the changes that In your letter, tell about the changes that have occurred since the Revolutionary have occurred since the Revolutionary War and describe the development of War and describe the development of the north and south.the north and south.

TariffsTariffs► Tariffs, or taxes on goods Tariffs, or taxes on goods

were a source of conflict were a source of conflict between the North and the between the North and the South.South.

► Northern states wanted Northern states wanted high tariffs so that goods high tariffs so that goods made in America would made in America would cost less than imported cost less than imported ones.ones.

► Southern states had fewer Southern states had fewer factories and, therefore, factories and, therefore, bought many goods from bought many goods from foreign countries. They did foreign countries. They did not want the prices they not want the prices they paid made higher by tariffs paid made higher by tariffs on imported goods.on imported goods.

Plantation LifePlantation Life

Class structure Class structure refers to the refers to the position one group position one group has in relation to has in relation to others.others.

►In the South, social structure was In the South, social structure was based on land and slaves. It was hard to based on land and slaves. It was hard to move from one class to another. move from one class to another. ►Planters were at the top of the social Planters were at the top of the social ladder.ladder.

Class Class StructureStructure

The largest Southern group The largest Southern group were the yeoman farmers were the yeoman farmers who owned less than 500 who owned less than 500 acres, doctors, lawyers, and acres, doctors, lawyers, and ministers.ministers.

► The third group in the The third group in the Southern social structure Southern social structure consisted of poor whites consisted of poor whites who either owned very who either owned very small farms, were seasonal small farms, were seasonal laborers for planterslaborers for planters

► Blacks were at the bottom Blacks were at the bottom of the South’s class system. of the South’s class system. Within the slave Within the slave community, there was a community, there was a difference between house difference between house servants and those who servants and those who worked in the fields.worked in the fields.

Free LaborFree Labor►In the North, class In the North, class structure was tied to structure was tied to wealth. It was easier wealth. It was easier for people to move for people to move from one class to from one class to another.another.

►Many people in the Many people in the North worked in North worked in factories.factories.

►Each had about the Each had about the same chance to go to same chance to go to school, travel, and school, travel, and take part in cultural take part in cultural activitiesactivities

Antebellum GeorgiaAntebellum Georgia►Economy:Economy:

►The backbone of the economy was The backbone of the economy was agriculture. By 1860, there were 68,000 agriculture. By 1860, there were 68,000 farms with cotton as the main crop.farms with cotton as the main crop.

►The state had about forty cotton mills.The state had about forty cotton mills.

►Georgia had only 1,890 factories by Georgia had only 1,890 factories by 1860.1860.

► Transportation :Transportation :

► Travel was a time-consuming affair.Travel was a time-consuming affair.► Travel was on horseback or horse-drawn Travel was on horseback or horse-drawn

vehicles on dirt roads.vehicles on dirt roads.► Travel north-south could be made using the Travel north-south could be made using the

extensive river system.extensive river system.► By 1833, a railroad line ran from Charleston By 1833, a railroad line ran from Charleston

to Augusta. to Augusta. ► By 1843, a line ran from Savannah to By 1843, a line ran from Savannah to

Macon.Macon.► A few years later the Western and Atlantic A few years later the Western and Atlantic

connected Atlanta to Chattanooga.connected Atlanta to Chattanooga.

► Education:Education:

► Sons of wealthy planters were often Sons of wealthy planters were often tutored at home or went to private tutored at home or went to private academies.academies.

► Most Georgians had little education.Most Georgians had little education.► ““Old Field Schools” were one-room Old Field Schools” were one-room

schools built by the community on schools built by the community on fields no longer in use. They were fields no longer in use. They were generally attended only two or three generally attended only two or three years to learn reading, writing, and years to learn reading, writing, and basic math.basic math.

► In 1850, about 20 percent of Georgia’s In 1850, about 20 percent of Georgia’s whites could not read or write. whites could not read or write.

►About half of Georgia’s children were About half of Georgia’s children were black and did not go to school at all.black and did not go to school at all.

► In 1858, the state allocated $100,000 In 1858, the state allocated $100,000 to begin free schools. Before plans to begin free schools. Before plans were finished, the Civil War began.were finished, the Civil War began.

►Religion:Religion:

►Georgians were caught up in the Great Georgians were caught up in the Great Revival movement of the early 1800s.Revival movement of the early 1800s.

►By 1860, there were 2,393 churches in By 1860, there were 2,393 churches in the state. Georgia was second only to the state. Georgia was second only to Virginia in the number of churches.Virginia in the number of churches.

►Methodists and Baptists were the Methodists and Baptists were the largest groups. Other groups such as largest groups. Other groups such as Episcopal, Catholic, and Presbyterian Episcopal, Catholic, and Presbyterian churches also grew.churches also grew.