King Cotton Cotton played a HUGE role in the history of our country

King Cotton Cotton was the second largest cash crop in the U.S. until the Civil War 2 main types of cotton –Sea Island Cotton –Upland Cotton

Sea Island Cotton Thrived along the coasts of Georgia and Florida

Upland Cotton Encompassed the inlands of the colonies –Majority of cotton grown in early America THE PROBLEM: –Upland cotton fibers were difficult to separate from the seeds and chaff –By hand, it took one man an entire day to separate separate the seeds and debris from ONE POUND of cotton

Upland Cotton THE SOLUTION: In 1794, Eli Whitney invented the Cotton Engine (Cotton Gin)

Cotton Gin How it works: Insert cotton and turn handle Inside is a cylinder encompassed with metal teeth that separates the fibers from the seeds and scrap

Cotton Gin The good: –The cotton industry in America exploded –By the mid-1850s, the US was growing about ¾ of the world’s cotton supply –A modern cotton gin can now process a THOUSAND pounds of cotton per day

Cotton Gin The bad: –Growth of slavery Higher demand for cotton meant higher demand for slaves to pick the cotton in the fields

Raffle Questions! What is the name Cotton Gin short for?

Raffle Questions! Cotton Engine!

Raffle Questions! How many pounds of cotton could one person ‘gin’ by hand in one day?

Raffle Questions! 1 pound (120 bolls)

Raffle Questions! How many pounds of cotton could one person ‘gin’ using the cotton gin in one day?

Raffle Questions! 50 pounds!

Raffle Questions! List the two main types of cotton.

Raffle Questions! Sea Island and Upland

Raffle Questions! Of the two main types, which was harder to separate fiber from seeds?

Raffle Questions! Upland Cotton

Raffle Questions! How much does one bale of cotton weigh?

Raffle Questions! 480 pounds!

Raffle Questions! How may pairs of jeans can one bale of cotton make?

Raffle Questions! 215!

Raffle Questions! How many men’s sport’s shirts can one bale of cotton make?

Raffle Questions! 409!

Raffle Questions! How many towels can one bale of cotton make?

Raffle Questions! 690!

Raffle Questions! How many $100 bills can one bale of cotton make?

Raffle Questions! 313,600! One bale of cotton can also make: -765 men’s dress shirts -1,217 men’s T-shirts -3,085 diapers -4,321 socks

75%CottonSea Island Upland50 lbCotton Gin 1794 IncreaseDecrease Spider Man Eli Whitney50%

Wheat Reaper In 1831, Cyrus McCormick invented the horse-drawn wheat reaper Much faster and easier than cutting wheat by hand Quiz: What device was used to cut wheat prior to the invention of the reaper? Answer: The scythe

Agriculture in the 1860s An estimated 58% of Americans were farmers. Today?... –Today, less than 2% of Americans are farmers About 2/3 of America’s population lived in the Northern states. Why?... –resources –Industrialization

The Civil War America elects Abraham Lincoln as President in 1860 Lincoln aimed to end slavery, but the southern states refused On April 12 th, 1861, confederate forces fired upon Fort Sumter in South Carolina –Beginning of the Civil War

The Civil War On April 9 th, 1865, the confederacy surrendered Effect on Agriculture –Many farmers left their farms unattended to fight in the war –When they returned to their farms, many of them laid in ruin

The Civil War Effect of Agriculture –Plantations in the south that were very large lost their labor force (slaves) –As a result, it had 2 major impacts: Southern farms were forced to downsize And were forced to start planting different types of crops that required less human labor

George Washington Carver Born into slavery and freed after the civil war Studied at Iowa State and dedicated his life to researching to help others Developed –Plant by-products –Fertilizers –Peanut butter

Westward Expansion 1803 – President Thomas Jefferson purchases the Louisiana Purchase from France Doubled the size of the U.S.

Landscape of the “West” What did the land in the Louisiana Purchase look like? Large prairies covered in native grasses Ideal for raising cattle

Scythe Cyrus McCormick 58% 72%Industrialization2% Lincoln 1860’sWashington 1831 North Wheat Reaper

Cattle Industry Cattle in the newly discovered West were raised on the prairies Cowboys attended to the herds The problem: –Proximity to markets The solution:

Expansion of the railroads The first transcontinental line of the railroad was finally completed in 1869 Provided cattlemen a way to get their cattle to the market Railheads – stations along the railroad where cowboys could drive their cattle and load them on a train –Abilene, Kansas – one of the most important early railheads

Cattle Drives

Cattle production in the West In 1874, Joseph Farwell Glidden patented “Thorny fence” – more commonly known as barbed wire This invention changed the landscape of livestock farming –Cattlemen stopped raising cattle on the open prairie and settled in one particular area surrounded by fences

Prairies of grass Proximity of markets Grow different crops Abilene George Washington Carver Cattle PigsFarms downsizeRailroad Railhead Thomas Jefferson Joseph Glidden

Barbed Wire Allowed for greater control of livestock Kept cattle inside the fence Kept other animals outside the fence

One more problem With the expansion of the railroads, cattlemen could get their cattle to market BUT……… On the way to slaughter plants in the East, cattle trampled each other –Death loss –Bruising –Crippling injuries

The Solution Gustavus Smith –Meat packer from Chicago –Decided to have livestock slaughtered in Chicago and have the edible parts shipped to the East chilled –In 1878, he hired engineer Andrew Chase to design a Refrigerated Rail Car

Refrigerated Rail Cars Refrigerated cars existed since before 1860 but were not functional in warm weather How it worked: –Fans blew air over blocks of ice to cool the car –Ice was positioned at the top of the car so the cool air could flow downward naturally –Had better insulation than previous models

Refrigerated Rail Cars Impact on meat/livestock industry –eliminated death loss during transportation –higher profits for producers –lower prices for comsumers

Legislation’s effect on agriculture

Morrill Act – 1862 “Land Grant College Act” Established land-grant colleges –ONE IN EVERY STATE Agriculture and Mechanic Arts were emphasized Established for the common person University of Nebraska - Lincoln

Hatch Act Established agricultural experiment stations Provided a scientific basis for what was taught in the land-grant colleges

2nd Morrill Act Established land-grant colleges in southern states for minorities Provided additional funding for land grant colleges

Smith-Lever Act (1914) Established the Cooperative Extension Service

Smith-Hughes Act (1917) –Established vocational education in public schools

Smith-Hughes Details Provided federal funds to support the teaching of vocational agriculture, home economics and trade and industrial education Provide money to train vocational teachers Established a Federal Board for Vocational Education

Smith-Hughes Funding Specific amounts of money were allocated to each vocational discipline: –Agricultural appropriations were based on each state’s rural population –Home economics appropriations were based on each state’s urban population –Trade and industrial appropriations were based on each state’s urban population There was to be a federal-state match on all salaries

Smith-Hughes - Agriculture –“...that such schools shall provide for directed or supervised practice in agriculture, either on a farm provided for by the school or other farm, for at least six months per year” This was interpreted to mean that each student (including adults) is to have a “project” (crops or livestock). If the teacher is to supervise it, then the teacher will need to be employed during the summer. This is the basis for 12 month employment of agriculture teachers.

Memorandum of Understanding In 1918 a Memorandum of Understanding (MOU) was established between federal officials responsible for vocational agriculture and for extension. FFA/Ag Ed vs. 4-H/County Extension This MOU was revised from time to time. A brief description of each program was provided, then specific duties of each were outlined.

Ag Ed Enrollments

Vocational Education Act of 1963 This was a MAJOR piece of federal legislation. It replaced the Smith-Hughes Act. Categorical funding for specific vocational disciplines such as agricultural education was abolished. –Funding went to states on the basis of their population in certain age categories –States decided how to spend the money

Vocational Education Act of 1963 Expanded the scope of agricultural education to include all areas of agriculture, not just farming. ***** –No longer required “supervised practice on a farm”. The idea was to expand the scope of SAE, not do away with it –Some states misinterpreted the wording and cut SAE from Ag Ed completely Expanded the scope of home economics education to include all areas of home economics, not just homemaking.

Vocational Education Act of 1963 States had to submit plans for what they planned to do Eliminated federal supervision/control of vocational programs Funding for vocational education was substantially increased

Carl Perkins Act (1984) This was the most significant rewrite of vocational education legislation since Two broad themes –Accessibility to all persons –Improve the quality

Carl Perkins Act (1984) Fifty-seven (57) percent of state funds were allocated to special populations - vocational education was to be accessible to everyone –handicapped (10%) –disadvantaged (10%) –adult retraining (12%) –single parents and homemakers (8 1/2%) –sex bias & stereotyping (3 1/2%) –incarcerated (1%)

Perkins II (1990) The Carl Perkins Act is rewritten Special populations is still a major focus Money can be used to support existing programs Academic and vocational education was to be integrated Articulation between secondary and post- secondary institutions

Perkins III (1996) This is the legislation vocational education is currently operating under The purpose of this Act is to develop more fully the academic, vocational, and technical skills of secondary students and post- secondary students who elect to enroll in vocational and technical education programs Larger focus on Agriscience