UNIT 4: AN EXPANDING NATIONCHAPTER 12: NORTHERN LIFE

Section 12.1 – The Industrial

Revolution

UNIT 4 PRE-ASSESSMENT

Complete the Unit 4 Pre-Assessment.

FLASHBACK

Answer the flashback question from Section 12.1 in your Social Studies Notebook.

PREVIEW

Answer the Preview Question from Section 12.1 in your Social Studies Notebook.

VOCABULARY

Using the vocabulary words from Section 12.1, complete a vocabulary Word Cluster. Set up your word cluster like the example below.Word and Definition

Synonym

Antonym

Use it in a sentence

Illustration:

NOTE TAKING

As you read Section 12.1, you will structure your notes in your social studies notebook using Cornell Notetaking.

Topic Information

Summary of Section:

THE REVOLUTION BEGINS NOTES

At the start of the 1700s, majority of people in Europe and U.S. were farmers

A greater demand in Europe for manufactured goods led to a change

Traditional manufacturing methods did not produce enough goods

People began to use machines to make things more efficient

The Industrial Revolution is a period of rapid growth in using machines for

manufacturing and production that began in the mid-1700s

Industrial Revolution began in the textile (clothes) industry

A large spinning frame was invented (Richard Arkwright) called the water frame, which produced dozens of cotton threads at the same time

The water frame lowered the cost of cotton cloth an increased production

MACHINES & PROCESSES NOTES

Samuel Slater, a British mechanic, immigrated to the U.S. He brought the secrets of the textile machines to U.S.

Most textile mills were located in New England

New England merchants had the money to invest and there were plenty of rivers and streams to supply power

Few mills were built in the South since southern farmers focused on

agriculture

Eli Whitney came up with interchangeable parts (using identical parts). Made machines easier to assemble and parts to replace

This led to mass production, the efficient production of large numbers of identical goods. Lowered prices and made more products accessible to public. Increase profits as well.

U.S. MANUFACTURING STARTS SLOW NOTES

There were few factories in U.S. and few people would choose factory work over owning their own land and working as farmers

Lower prices caused by British factories made it difficult for American manufacturers to compete

Trade restrictions with Great Britain during the War of 1812 forced Americans to purchase American goods, increasing American production and profits.

Americans realized they had relied too much on British goods

FORMATIVE ASSESSMENT

Using your notes and referring back to the text, answer the formative assessment questions found throughout Section 12.1 in your social studies notebook.

REVIEW

Complete the Review Questions for Section 12.1 in your social studies notebook.

CLOSURE ACTIVITY

Complete the Business Proposal Letter Activity from Section 12.1.

ANALYZING PRIMARY SOURCES

Answer the Section 12.1 Primary Sources questions in your Social Studies Notebook.

ASSESSMENT

Complete the Section 12.1 Assessment.

UNIT 3: AN EXPANDING NATIONCHAPTER 12: NORTHERN LIFE

Section 12.2: Reforms

FLASHBACK

Complete the Flashback questions from Section 12.2 in your social studies notebook.

PREVIEW

Complete the Preview Question from Section 12.2 in your social studies notebook.

VOCABULARY

Using the vocabulary words from Section 12.2, complete a vocabulary Word Cluster. Set up your word cluster like the example below.Word and Definition

Synonym

Antonym

Use it in a sentence

Illustration:

NOTE TAKING

As you read Section 12.2, you will structure your notes in your social studies notebook using Cornell Notetaking.

WORKING LIFE CHANGES NOTES

At the start of the Industrial Revolution, mill owners could not find enough people to work because other jobs were available.

Slater developed the Rhode Island System, or hiring of families and dividing factory work into simple tasks.

Having families, even children, work in mills lowered the labor

costs. He built housing and provided company stores that gave employees credit

Mill towns sprung up, with company stores, houses, and more.

LOWELL SYSTEM NOTES

Based on water-powered textile mills that employed unmarried women from local farms. Included a loom that could both spin thread and weave cloth in the same mill.

Boarding houses were constructed for women, who were given meals along with their jobs.

Workers became known as

Lowell Girls.

Life in the mills was hard, working 12-14 hour days. The work environment was heavily controlled by the owners.

Cotton dust began to cause health problems.

WORKERS FORM UNIONS NOTES

Skilled craftspeople were threatened by the factories, who had to hire more workers and pay them lower wages to compete.

Factory wages decreased as competition for the jobs increased.

Immigration and Panic of 1837 created a large workforce looking for jobs,

lowering wages.

Workers formed Trade Unions, led often by women, who protested against poor working conditions.

Unions fought for a 10-hour workday and other reforms.

FORMATIVE ASSESSMENT

Using your notes and referring back to the text, answer the formative assessment questions found throughout Section 12.2 in your social studies notebook.

REVIEW

Complete the review questions from Section 12.2 in your social studies notebook.

CLOSURE ACTIVITY

You will complete the Lowell Offering Magazine Closure Activity from Section 12.2.

ANALYZING GRAPHICS

Complete the Analyzing Graphics questions from Section 12.2 in your Social Studies Notebook.

ASSESSMENT

Complete the Section 12.2 Assessment on a separate sheet of paper.

UNIT 3: AN EXPANDING NATIONCHAPTER 12: NORTHERN LIFE

Section 12.3: Transportation &

Technology

FLASHBACK

Complete the Flashback questions from Section 12.3 in your social studies notebook.

PREVIEW

Complete the Preview Question from Section 12.3 in your social studies notebook.

VOCABULARY

Using the vocabulary words from Section 12.3, complete a vocabulary Word Cluster. Set up your word cluster like the example below.Word and Definition

Synonym

Antonym

Use it in a sentence

Illustration:

NOTE TAKING

As you read Section 12.3, you will structure your notes in your social studies notebook using Cornell Notetaking.

TRANSPORTATION REVOLUTION NOTES

A period of rapid growth in the speed and convenience of travel because of new methods of transportation during the 1800s

THE STEAMBOAT NOTES

In the early 1800s, the demand for steamboats increased

Steamboats could move up river with wind assistance

Increased trade, profits, and moved goods quick and cheaply

Gibbons v. Ogden – Gibbons

argued his federal license gave him the authority to operate a boat in New York. Supreme Court agreed, reinforcing the federal government’s ability to regulate trade between states.

THE RAILROAD NOTES

Steam-powered trains became in use during the 1830s

Trains hauled more freight than in most countries, making railroad companies some of the most powerful in the U.S.

Merchants could send goods to far off markets

Trains were fastest form of travel people had experienced

CHANGES IN AMERICA NOTES

Railroads and steamboats got goods to all markets faster and cheaper

Railroads guided the population growth. Towns sprung up at Railroad junctions and towns without railroads suffered.

Wood was replaced with coal as a source of fuel. Coal produced more energy than wood and was also used for heating homes

Demand for coal created the coal industry in many states

As the demand for coal increased, so did the demand for steel, which was stronger than iron.

The demand for steel fuel a greater demand for trains, which brought the steel to factories

Railroads contributed to the growth of logging, newspapers, deforestation, and increased the need for farmland

Helped create large cities such as Chicago

THE TELEGRAPH NOTES

A device that could send information over wires across great distances. Sent pulses of electric current through a wire.

Samuel F.B. Morse developed Morse code, or different combinations of dots and dashes that

represent letters

Was used to send information for businesses, government, newspapers, and private citizens

Telegraph grew with railroads, being strung on poles along railroads

STEAM POWER NOTES

Steam power replaced water power in factories in mid-1800s

Steam-powered factories could be built anywhere, not just by streams and rivers

Owners built factories closer to cities and transportation

centers, giving them access to workers and lower wages. They also reduced shipping costs.

People began to migrate from rural areas to cities for factory jobs

FARM EQUIPMENT & HOME LIFE NOTES

Steel plow and mechanical reaper allowed farmers to plant huge crop fields and work faster and more efficiently

Other inventions included sewing machines, iceboxes to store food, and iron cook

stoves

Many companies allowed people to use credit to purchase goods

FORMATIVE ASSESSMENT

Using your notes and referring back to the text, answer the formative assessment questions found throughout Section 12.3 in your social studies notebook.

REVIEW

Complete the review questions from Section 12.3 in your social studies notebook.

CLOSURE ACTIVITY

You will complete the Transportation Revolution Diagram Closure Activity from Section 12.3.

ANALYZING CHARTS

Complete the Analyzing Charts questions from Section 12.3 in your Social Studies Notebook.

ASSESSMENT

Complete the Section 12.3 Assessment.