1. 8 th Grade Social Science 8.10.2 Trace the boundaries constituting the North and the South, the geographical differences between the two regions, and the differences between agrarians and industrialists. Lesson to be used by EDI-trained teachers only. CFU In your own words, how would you know which state was a northern state and which was a southern state?. Today, we will trace the boundaries constituting the North and the South. Learning Objective Today, students will be able to contrast the North and the South before the Civil War in terms of geography, transportation, society, and economy. Name ________________________________ CFU What are we going to do today? Activate (or provide) Prior Knowledge The United States was divided between North and South in many ways. The map to the right shows which states were identified as northern and which were southern. The differences were geographic (land type and climate), economic (how they made a living), social (what the society was like), and how they moved goods and people.

2. 8 th Grade Social Science 8.10.2 Trace the boundaries constituting the North and the South, the geographical differences between the two regions, and the differences between agrarians and industrialists. Lesson to be used by EDI-trained teachers only. Concept Development CFU What problems do you seen might be caused by deforestation? Geography of the North Four distinct seasons. Colder winters. Shorter growing seasons Jagged New England Coast. Hills covered with thick forests of spruce and fir. Central Plains boast some of the best agricultural soil in the world. Shorter growing season. Deforestation = the clearing away of forests

3. 8 th Grade Social Science 8.10.2 Trace the boundaries constituting the North and the South, the geographical differences between the two regions, and the differences between agrarians and industrialists. Lesson to be used by EDI-trained teachers only. Concept Development CFU What problems do you seen might be caused by deforestation? Geography of the South Mild winters and long, hot, humid summers. Wide fertile coastal plains. Damp lowlands were ideal for growing rice and sugarcane. Broad, flat rivers Wide fertile coastal plains will eventually create the “cotton belt”.

4. 8 th Grade Social Science 8.10.2 Trace the boundaries constituting the North and the South, the geographical differences between the two regions, and the differences between agrarians and industrialists. Lesson to be used by EDI-trained teachers only. Step #1: Read the questions carefully. Step #2: Use the text and the map to answer the questions. Independent Practice Name ________________________________ Trace the boundaries constituting the North and the South and climate differences between them. 1.Which region, North or South, has four distinct seasons? North 2.Which region has mild winters and long, hot, humid summers. South 3. Which region had wide fertile coastal plains? South 4. What do you call the clearing of forests? Where would you find a lot of this clearing? deforestation, the North 5. In which region would you find rice and sugar cane growing? South 6. What are the northern Central Plains known for? Some of the best agricultural soil in the world. 7. Which region was covered with thick forests of spruce and fir? North 8.Which region has a short summer growing season? North. 9. Which region has a wide, fertile coastal plain? What crop was later “king” in this area? South. Cotton. 10. Which region boasted broad, flat rivers? How were they used? South. They were used as highways to the coast.

5. 8 th Grade Social Science 8.10.2 Trace the boundaries constituting the North and the South, the geographical differences between the two regions, and the differences between agrarians and industrialists. Lesson to be used by EDI-trained teachers only. Closing: 1.Turn to your partner and tell them the difference between the geography in the North and South. Climate? Growing season? Types of crops? Different types of soil

6. 8 th Grade Social Science 8.10.2 Trace the boundaries constituting the North and the South, the geographical differences between the two regions, and the differences between agrarians and industrialists. Lesson to be used by EDI-trained teachers only. North Mich. = Michigan Ill. = Illinois Ind. = Indiana Pa. = Pennsylvania Vt. = Vermont N.H. = New Hampshire Me. = Maine N.Y. = New York Mass. = Massachusetts R.I. = Rhode Island N.J. = New Jersey Conn. = Connecticut Ohio South Del. = Delaware Md. = Maryland Mo. = Missouri Ky. = Kentucky Va. = Virginia N.C. = North Carolina S.C. = South Carolina La. = Louisiana Miss. = Mississippi Ala. = Alabama Ga. = Georgia Fla. = Florida Ark. = Arkansas Tenn. = Tennessee

7. 8 th Grade Social Science 8.10.2 Trace the boundaries constituting the North and the South, the geographical differences between the two regions, and the differences between agrarians and industrialists. Lesson to be used by EDI-trained teachers only. Concept Development CFU What problems do you seen might be caused by deforestation? Economy of the North During the Industrial Revolution 1, people shifted from hand-made to machine-made goods. 1 The dramatic change in economies brought about by the use of machines. Industrialist 2 Francis Lowell visited England and saw machines that could spin thread and weave fabric. 2 A person who wealth comes from the ownership of industrial businesses and want government to support business. By 1815 Lowell built one of the first American textile factories along the Merrimack River outside Boston. Lowell hired young girls who jumped at the chance to earn their own money. New inventions and manufacturing methods made goods cheaper and more plentiful making work for less skilled laborers. New agricultural machine made life better on the farm. Cyrus McCormick built the reaper, a machine to harvest wheat. John Deere invented the steel plow. Northerners invested in factories and technology to make their work easier.

8. 8 th Grade Social Science 8.10.2 Trace the boundaries constituting the North and the South, the geographical differences between the two regions, and the differences between agrarians and industrialists. Lesson to be used by EDI-trained teachers only. Concept Development CFU What problems do you seen might be caused by deforestation? Economy of the South The South’s economy was based on agriculture. Most white southerners were agrarians 1 who worked their own small farms. Plantation 2 owners used slaves to grow such cash crops as tobacco, rice, sugarcane, and indigo. 1 A person who favors an agricultural (farming) way of life and want government to support it. 2 a large area of privately owned land where crops were grown through the labor of workers, usually slaves who lived on the land. Cotton was a promising crop but growers had a hard time making money from it. Eli Whitney’s “cotton engine” (cotton gin 3 ) was a simple machine that separated the seeds and made cotton profitable (they made money). 3 a hand operated machine that cleans seeds and other unwanted material from cotton. Within ten years, cotton was the South’s most important crop. Whitney had hoped that the cotton gin would lesson slaves work, it made slavery more important than ever. In search of fresh, fertile soil, cotton planters pushed west. Southern planters invested in land and slaves.

9. 8 th Grade Social Science 8.10.2 Trace the boundaries constituting the North and the South, the geographical differences between the two regions, and the differences between agrarians and industrialists. Lesson to be used by EDI-trained teachers only. 1. Understanding geography helps us understand why different areas grow different crops and make their living in different ways. 2. Understanding geography helps us with CST questions. CFU Does anyone have another reason why it is relevant understand how climate is determined? (pair-share) You may give me one of my reasons or one of your own. Which reason is more relevant to you? Why? Relevance

10. 8 th Grade Social Science 8.10.2 Trace the boundaries constituting the North and the South, the geographical differences between the two regions, and the differences between agrarians and industrialists. Lesson to be used by EDI-trained teachers only. Step #1: Read the questions carefully. Step #2: Use the text and the map to answer the questions. Independent Practice Name ________________________________ Trace the boundaries constituting the North and the South and climate differences between them. 1.What change did the Industrial Revolution bring in making things? A shift from making things by hand to making them by machine. 2.Who were the principle workers on plantations? Slaves 3. What was it that caused cotton to become the major crop in the South? The cotton gin. 4. What benefit was brought by northern industrialization? Goods became cheaper and more plentiful. 5. What did southerners invest their money into? Land and slaves. 6. What was Eli Whitney’s intent in making the cotton gin? To make work for slaves easier. 7. What was Cyrus McCormick’s invention that helped the northern farmer? He invented the reaper. 8.What do you call a person who favors the farming (agricultural) way of life? An agrarian. 9. What do you call someone whose money comes from industry? An industrialist. 10. Who worked in Francis Lowell’s textile factories? Young girls who jumped at making their own money.

11. 8 th Grade Social Science 8.10.2 Trace the boundaries constituting the North and the South, the geographical differences between the two regions, and the differences between agrarians and industrialists. Lesson to be used by EDI-trained teachers only. Closing: 1.Turn to your partner and tell them the difference between the economy in the North and South.

12. 8 th Grade Social Science 8.10.2 Trace the boundaries constituting the North and the South, the geographical differences between the two regions, and the differences between agrarians and industrialists. Lesson to be used by EDI-trained teachers only. North Mich. = Michigan Ill. = Illinois Ind. = Indiana Pa. = Pennsylvania Vt. = Vermont N.H. = New Hampshire Me. = Maine N.Y. = New York Mass. = Massachusetts R.I. = Rhode Island N.J. = New Jersey Conn. = Connecticut Ohio South Del. = Delaware Md. = Maryland Mo. = Missouri Ky. = Kentucky Va. = Virginia N.C. = North Carolina S.C. = South Carolina La. = Louisiana Miss. = Mississippi Ala. = Alabama Ga. = Georgia Fla. = Florida Ark. = Arkansas Tenn. = Tennessee

13. 8 th Grade Social Science 8.10.2 Trace the boundaries constituting the North and the South, the geographical differences between the two regions, and the differences between agrarians and industrialists. Lesson to be used by EDI-trained teachers only. Concept Development CFU What did the northern states do about the problem of transportation? Transportation of the North In 1806, Congress funded the construction of a National Road across the Appalachian Mountains.National Road Even with better roads, river travel was still faster and cheaper than travel by land. Built canals.riverBuilt canals The future of transportation lay on rails. Inventors developed steam-powered locomotives (trains). Rails connected to local ports.

14. 8 th Grade Social Science 8.10.2 Trace the boundaries constituting the North and the South, the geographical differences between the two regions, and the differences between agrarians and industrialists. Lesson to be used by EDI-trained teachers only. Concept Development CFU What problems do you seen might be caused by deforestation? Transportation of the South Most of the rail lines in the United States were in the North. In the South, people and goods continued to move on rivers. Cotton was the most important Southern product shipped by water. Because river travel was the South’s main form of transportation, most Southern towns and cities sprang up along waterways.

15. 8 th Grade Social Science 8.10.2 Trace the boundaries constituting the North and the South, the geographical differences between the two regions, and the differences between agrarians and industrialists. Lesson to be used by EDI-trained teachers only. Step #1: Read the questions carefully. Step #2: Use the text and the map to answer the questions. Independent Practice Name ________________________________ Trace the boundaries constituting the North and the South and climate differences between them. 1.Which invention helped transportation in the North? The steam engine (railroads) 2.What were good solutions for transporting things in the North where rivers didn’t go? Building roads, railroads, and canals. 3. Which had more railroads, North or South? The North. 4. What was the main means of transportation for goods in the South? Broad, Flat rivers. 5. What important crop in the South was shipped mostly by river? Cotton. 6. What geographical feature of the South made riverboats a good means of transportation? Broad, flat rivers. 7. What is a canal? A man-made waterway (river). 8.What invention allowed northerners to travel against the current in a river? The steamboat. 9. What natural feature did the “National Highway” cross? The Appalachian Mountains. 10. What did the National Highway do for America? It helps to “bind the republic together”.

16. 8 th Grade Social Science 8.10.2 Trace the boundaries constituting the North and the South, the geographical differences between the two regions, and the differences between agrarians and industrialists. Lesson to be used by EDI-trained teachers only. Closing: 1.Turn to your partner and tell them the difference in transportation between the North and South.

17. 8 th Grade Social Science 8.10.2 Trace the boundaries constituting the North and the South, the geographical differences between the two regions, and the differences between agrarians and industrialists. Lesson to be used by EDI-trained teachers only. Concept Development Society of the North By 1860, about seven in ten Northerners still lived on farms. But more and more Northerners were moving to towns and cities. Between 1840 and 1860, the populations of New York, Philadelphia, and Boston nearly tripled. After the American Revolution, all of the Northern states had taken steps to end slavery. Although blacks in the North were free, they were not treated as equal to whites. Between 1845 and 1860, four million immigrants 1 —most of them from Ireland and Germany—swelled the North’s growing population. 1 immigrants: person who moves from one country to another. Such a movement is called immigration. Some Americans resented the newcomers, especially the Irish. Local politics supported factories and manufacturing.

18. 8 th Grade Social Science 8.10.2 Trace the boundaries constituting the North and the South, the geographical differences between the two regions, and the differences between agrarians and industrialists. Lesson to be used by EDI-trained teachers only. Concept Development Society of the South Many Southerners in 1860 still measured wealth in terms of land and slaves. A small group of wealthy plantation owners dominated the economy and politics of the South. The majority of white families worked their own fields and made most of what they needed themselves. A small minority of the African Americans in the South were free blacks. The great majority of African Americans in the South were slaves. Local politics supported agriculture.

19. 8 th Grade Social Science 8.10.2 Trace the boundaries constituting the North and the South, the geographical differences between the two regions, and the differences between agrarians and industrialists. Lesson to be used by EDI-trained teachers only. 1. Understanding geography helps us understand why different areas grow different crops and make their living in different ways. 2. Understanding geography helps us with CST questions. CFU Does anyone have another reason why it is relevant understand how climate is determined? (pair-share) You may give me one of my reasons or one of your own. Which reason is more relevant to you? Why? Relevance

20. 8 th Grade Social Science 8.10.2 Trace the boundaries constituting the North and the South, the geographical differences between the two regions, and the differences between agrarians and industrialists. Lesson to be used by EDI-trained teachers only. Step #1: Read the questions carefully. Step #2: Use the text and the map to answer the questions. Independent Practice Name ________________________________ Trace the boundaries constituting the North and the South and climate differences between them. 1.What population shift was taking place in the North? Northerners were moving to towns and cities. 2.Where did the North get a lot of their factory workers? Immigrants 3. What money-making occupation did northern politicians support? Factories and manufacturing. 4. How did southerners measure how wealthy they were? By how much land and slaves they had. 5. True or false, most southern whites owned slaves? False, the majority of white families worked their own fields. Only 25% owned slaves. 6. What occupation did most African Americans do in the south? The great majority of African Americans in the South were slaves. Most of them worked in agriculture (farming) 7. What money-making occupation did southern politicians support? They supported agriculture. Most of the politicians were plantation owners (planters).

21. 8 th Grade Social Science 8.10.2 Trace the boundaries constituting the North and the South, the geographical differences between the two regions, and the differences between agrarians and industrialists. Lesson to be used by EDI-trained teachers only. Closing: 1.Turn to your partner and tell them the difference between the society in the North and South.