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Lesson Plans
Out of Many: A History of the American People ©2000
by Faragher, Buhle, Czitrom, and Armitage
Focus Lesson 9
Chapter 11: "The South and Slavery, 1790s–1850s"
Chapter 12: "Industry and the North, 1790s–1840s"
AP* Course Description
- Sectionalism
- The South
- Cotton Kingdom
- Southern trade and industry
- Southern society and culture
- Gradations of white society
- Nature of slavery: "the peculiar institution"
- The mind of the South
- The North
- The Northeast industry
- Beginnings of the factory system
- Early labor movement; women
- Social mobility; extremes in wealth
- Northwest agriculture
- The Northeast industry
- The South
- Transcendentalists
Key Components
- Instructor's Manual:
Chapter 11, pp. 54–58
Chapter 12, pp. 59–64 - Study Guide, Vol. I to 1877:
Chapter 11, pp. 95–102
Chapter 12, pp. 103–108 - Documents Set, Vol. I to 1877:
Chapter 11, pp. 136–148
Chapter 12, pp. 149–160 - Test Item File:
Chapter 11, pp. 94–103
Chapter 12, pp. 104–111
Key Web Sites
Given the changing nature of the Internet, you may wish to preview these sites. Always check PHSchool.com for updated links to U.S. history sites.
- Cotton Incorporated
- National Underground Railroad Network to Freedom
- Lowell National Historical Park
Key Words and Terms
Chapter 11
- "King Cotton"
- slave revolts
- American slave system
- abolitionists
Chapter 12
- family labor system
- American Fur Company
- Transcendentalism
- Lowell system
- factory system
Suggested Pacing
In order to cover all of the course work, it is necessary to combine Chapters 11 and 12. Allow four class periods if you teach on a block schedule and five or six periods on a traditional bell schedule.
Test Strategy
Students should be aware that about 35 percent of the multiple-choice questions on the test will deal with social change, ten percent with economic developments, and approximately another five percent with cultural and intellectual developments. However, as the College Board says, questions cut across categories. Students need to be as serious about understanding the economic, social, and cultural aspects of U.S. history as they are about learning the political developments.
Key Concepts
The South:
- The domination of the Southern economy, politics, and social structure by the system of slavery
- The creation of African American communities under slavery
The North:
- The nature of the market revolution and how it changed the lives of ordinary people
- The effects of industrialization on workers under the early factory system
- The emergence of the middle class
Chapter 11 deals with the development of the South in the first half of the nineteenth century and Chapter 12 describes similar topics for the North. By studying the two chapters together, students will be better able to analyze the growing division between North and South as the nineteenth century progressed. Creating a table to compare and contrast the economies, political philosophies, and social structures of the regions will help students establish the sectional divisions that underlay national politics in the first half of the nineteenth century.
Summing Up Student Understanding
To help students synthesize what they have been reading, divide the class into groups of four or five students for a discussion session. Have half of the groups discuss the development of the Southern economy and the other half discuss the development of the Northern economy. After about ten minutes, stop the conversations and ask students as a whole group to list the topics they have been discussing. Write the items on the board in the order in which they have been volunteered. When the suggestions have been exhausted, ask students to classify the items as economic, political, and/or social or societal. Discuss the social and political implications of the two predominant economic systems: slavery and the factory system. Point out that while only 50,000 large plantations—those with from 20 to 200 enslaved African Americans—existed, this is the predominant image of the South that existed in the nineteenth century and continues to exist.
ADDITIONAL RESOURCES
You might also find these additional readings useful in developing students' background knowledge or for DBQ activities:
- American Issues: Vol. I to 1877, edited by Unger and Tomes—Chapters 9 and 14
- The Power of Words: Vol. I to 1877, edited by Breen—Chapter 8