SSUSH7 Students will explain the process of economic growth, its

SSUSH7 Students will explain the process of economic growth, its regional and national impact in the first half of the 19th century, and the different responses to it. a. Explain the impact of the Industrial Revolution as seen in Eli Whitney’s invention of the cotton gin and his development of interchangeable parts for muskets. b. Describe the westward growth of the United States; include the emerging concept of Manifest Destiny. c. Describe reform movements, specifically temperance, abolitionism, and public school. d. Explain women’s efforts to gain suffrage; include Elizabeth Cady Stanton and the Seneca Falls Conference. e. Explain Jacksonian Democracy, expanding suffrage, the rise of popular political culture, and the development of American nationalism.

SSUSH7 Students will explain the process of economic growth, its regional and national impact in the first half of the 19th century, and the different responses to it.

a. Explain

the impact of the Industrial Revolution as seen in Eli Whitney’s invention of the cotton gin and his development of interchangeable parts for muskets.

Industrial Revolution Refers to a change from hand and home production to machine and factory. The first industrial revolution was important for the inventions of spinning and weaving machines operated by water power which was eventually replaced by steam. This helped increase America’s growth. However, the industrial revolution truly changed American society and economy into a modern urban-industrial state.

Impact of Eli Whitney’s invention of the cotton gin and his development of interchangeable parts for muskets (guns) In 1794, Eli Whitney invented the cotton gin which made the separation of cotton seeds from fiber much faster. The South increased its cotton supply sending raw cotton north to be used in the manufacture of cloth. Francis C. Lowell increased the efficiency in the manufacture of cloth by bringing spinning and weaving processes together into one factory. This led to the development of the textile industry throughout New England.

• The price of tobacco fell in the early 1800’s which caused many to believe that slavery and the plantation based agriculture would soon vanish • Cotton was grown in the South, but the process of removing the seeds was too hard and yielded very little product.

The cotton gin • Eli Whitney • Made it easier to separate (gin) the seed from short staple cotton bolls

The impact of the Cotton Gin on the Amount of Cotton Grown in the South? 6000 5000 4000 1830 1859

3000 2000 1000 0 bales

It Increased

The Slave System • As cotton grew in the South, so did the need for slaves. • In 1790 there were ½ million slaves • In 1860 there were 4 million slaves

Eli Whitney came up with the idea to use interchangeable parts in 1798 to make muskets. If standard parts were made by machine, then they could be assembled at the end much more quickly than before. This became an important part of American industry and the Second Industrial Revolution.

SSUSH7 Students will explain the process of economic growth, its regional and national impact in the first half of the 19th century, and the different responses to it. b. Describe the westward growth of the United States; include the emerging concept of Manifest Destiny.

Manifest Destiny The 19th Century belief that the U.S. would inevitably expand to the Pacific Ocean and into Mexican territory. “From sea to shining sea, it is your Manifest Destiny”

fest Destiny: “From sea

Manifest Destiny was based on three beliefs

1. The Nation needed more land for its rapidly growing population 2. Americans could bring economic growth and democracy to places where it never existed before 3. Expansion was blessed by god because it was morally right

Reasons why people moved to the west 1. Claim land for farming and land speculation

2. Find new markets for manufactured goods and services. 3. Provide more living space for millions of Americans 4. Locate harbors that could be used to expand trade with China. 5. Seek Employment and avoid creditors after the Panic of 1837. 6. Spread the virtues of democracy

SSUSH7 Students will explain the process of economic growth, its regional and national impact in the first half of the 19th century, and the different responses to it.

c. Describe reform movements, specifically temperance, abolitionism, and public school.

Reformers-out to change popular culture • People in general begin to question the status quo or the way things are • “Why can’t we reform/change society and make it better?” is their cry • Women especially, begin to question their and other’s place in society and lack of equality, freedom, and humane treatment

The Seneca Falls Convention 1848 • Elizabeth Cady Stanton and Lucretia Mott organize the first American women's rights convention in Seneca Falls New York • They issue a Doctrine of Sentiments at the end of the convention that stated all men and women are created equal and calls for female suffrage • Susan Anthony – eventually becomes the leader of the women's movement and helps get laws passed protecting women such as …..

Laws such as…. • Married women can hold property • Women can collect their own wages • Women can sue in court • Women can enter into contracts

You’ve come a long way, baby!

• Reformers believe that people do bad things because they were not taught to do differently, or lived in bad conditions. • Many reformers like Horace Mann believed lack of education kept the poor poorer and made the rich richer. • Reformers wanted to equalize the Public playing field with free mandatory Education public education Reform • Girls’ schools begin opening in 1821 Movement • In 1852, Massachusetts becomes the first state to require children to go to school

Temperance Movement • Many people believed that the use of alcohol leads to poor health, crime, and other social problems • They tried to outlaw alcohol and eventually do in the 1900’s for a brief period • Carrie Nation

Mental Illness Reform

“Man is not made better by being degraded; he is seldom restrained from crime by harsh measures, except the principle of fear predominates in his character; and then he is never made whole”

• Dorothea Dix realized that the mentally ill were housed in the prisons of the time in shocking conditions • She crusaded to have these people placed in asylums where they could receive proper medical treatment in a more humane manner

Influential Abolitionists against Slavery • William Lloyd Garrisonthe editor of the radical abolitionist newspaper, The Liberator • One of the founders of the American AntiSlavery Society • He promoted/wanted "immediate emancipation" of slaves in the United States.

• Grimke sisters• Born on a plantation and came to hate slavery • Quakers and the first women to act publicly in a social reform movement, they received abuse and ridicule for their abolitionist activity

• The Underground RailroadAbolitionists worked together to set up secret routes for slaves to escape to freedom • Harriet Tubman led slaves to Freedom on the underground Railroad • Frederick Douglas, an escaped slave, wrote books about slavery and was the head of the Massachusetts Abolitionist Society. • Harriet Beecher Stowe wrote Uncle Tom's Cabin. Helped turn people against slavery • People began to politically advocate or ask for an end to slavery in the U.S.

FD says “Slaver y is wrong”

Abolitionagainst slavery

SSUSH7 Students will explain the process of economic growth, its regional and national impact in the first half of the 19th century, and the different responses to it.

e. Explain Jacksonian Democracy, expanding suffrage, the rise of popular political culture, and the development of American nationalism.

Jacksonian Democracy Led by President Andrew Jackson, this movement championed greater rights for the common man and was opposed to any signs of aristocracy in the nation. Jacksonian democracy was the strong spirit of equality among the people of the newer settlements in the South and West. It was also aided by the extension of the vote in eastern states to men without property; in the early days of the United States, many places had allowed only male property owners to vote.