1. KWL (T.O.D.)

2.  WRITE THE SENTENCES AND FILL IN THE BLANKS ► Large-scale agriculture dominated the South’s economy through-out the ______, or pre-Civil war period. ► Eli Whitney was known for the _____ the most innovative invention during this period.

3. Essential Question: How was Georgia’s economy affected before during and after the Civil War? ► Standard: SS8H6- The student will analyze the impact of the Civil War and Reconstruction of Georgia  Explain the importance of key issues and events that led to the Civil War  SLAVERY, states’ rights, nullification, Missouri Compromise, Compromise of 1850 and the Georgia Platform.

4. Southern Society “Slavocracy” [plantation owners] The “Plain Folk” [white yeoman farmers] 6,000,000 Black Freemen House Slaves Field Hands 3,200,000 250,000 Total US Population  23,000,000 [9,250,000 in the South = 40%] “Poor Whites”

5. REVIEW: ► In Groups, Complete the following chart  Life as an Enslaved Person WorkList and give descriptions Life Culture Reasons for Challenging Slavery Ways of Challenging Society

6. Classwork ► Workbook pages 74, 75 and 78

7. HOMEWORK Finish the RTS’s in Chapter 15 Work on Semester Study guide

8. Antebellum Days The period before the Civil War is called antebellum.

9. Characteristics of the Antebellum South 1.Primarily agrarian. 2.Economic power shifted from the “upper South” to the “lower South.” 3.“Cotton Is King!” * 1860  5 mil. bales a yr. (57% of total US exports). 4.Very slow development of industrialization. 5.Rudimentary financial system. 6.Inadequate transportation system.

10. Southern Agriculture

11. Changes in Cotton Production 1820 1860

12. The Institution of Slavery ► Slavery began in 1619 when a Dutch trader brought sixty blacks to Virginia to work in tobacco. ► People who traded in slaves would journey to Africa and often trade beads, blankets, and rum for captured tribal prisoners. ► Slaves were crowded onto ships and brought to America and the West Indies for sale to plantation owners.

13. The Cotton Gin The Cotton Gin is invented in 1793 by Eli Whitney, thereafter, more cotton is grown.The Cotton Gin is invented in 1793 by Eli Whitney, thereafter, more cotton is grown. More slaves were needed for cotton production.More slaves were needed for cotton production. Slave prices ranged from a few hundred dollars to almost two thousand.Slave prices ranged from a few hundred dollars to almost two thousand.

14. Slaves Using the Cotton Gin

15. Life as a Slave Life as a Slave ► Slaves ate fatback, molasses and corn bread. On some plantations they could grow a vegetable garden. ► Slaves wore clothing made from material that would last a long time.

16. House slaves were generally treated better than field workers. House slaves were generally given clothes that members of the plantation families no longer wore.House slaves were generally given clothes that members of the plantation families no longer wore. Most slaves lived in one- room huts with fireplaces for heating and cooking.Most slaves lived in one- room huts with fireplaces for heating and cooking. They had little furniture – a table, chairs, and a pallet to sleep on.They had little furniture – a table, chairs, and a pallet to sleep on.

17. On rice plantations each field slave was expected to produce four or five barrels of rice each season. On cotton and tobacco plantations, they spent most of the growing season stooped over “chopping cotton” removing weeds from the fields.On cotton and tobacco plantations, they spent most of the growing season stooped over “chopping cotton” removing weeds from the fields. Slaves worked six days each week from sunup until sundown.Slaves worked six days each week from sunup until sundown. At harvest, each slave had a set amount to bring in, or be punished.At harvest, each slave had a set amount to bring in, or be punished. Plantation Work

18. Slave women worked as hard as the men.Slave women worked as hard as the men. When not working in the fields, the women spent time spinning, sewing, weaving, preparing food, and caring for the children.When not working in the fields, the women spent time spinning, sewing, weaving, preparing food, and caring for the children. The children carried water to the fields, gathered nuts and berries, and collected kindling for the fires.The children carried water to the fields, gathered nuts and berries, and collected kindling for the fires. All slaves continued working until they were either too old or too sick to be of any use in the fields or the plantation house.All slaves continued working until they were either too old or too sick to be of any use in the fields or the plantation house.

19. All slaves worked under the supervision of an overseer and a driver.All slaves worked under the supervision of an overseer and a driver. An overseer was employed by the owner to manage the slaves on a day-to-day basis. He was usually paid $200 to $1,000 per year. He also had the use of a house and small piece of land.An overseer was employed by the owner to manage the slaves on a day-to-day basis. He was usually paid $200 to $1,000 per year. He also had the use of a house and small piece of land. A driver was often an older slave who was loyal to the owner and who could manage the other slaves.A driver was often an older slave who was loyal to the owner and who could manage the other slaves.

20. Punishment The usual punishment for not working was thirty nine lashes with a cowhide whip.The usual punishment for not working was thirty nine lashes with a cowhide whip. Punishments could not be so severe that it diminished the value of the slave. A “prime” field hand could be worth as much as $1,800.Punishments could not be so severe that it diminished the value of the slave. A “prime” field hand could be worth as much as $1,800. If overseers punished too severely they would be dismissedIf overseers punished too severely they would be dismissed.

21. Slave Families Masters encouraged slave women to marry men on adjoining farms or plantations because any children would be the property of the women’s master.Masters encouraged slave women to marry men on adjoining farms or plantations because any children would be the property of the women’s master. The law did not recognize slave marriages. Slave families were sometimes separated if there was a change in the master’s life, such as death, marriage of the master’s child, or payment of debits.Slave families were sometimes separated if there was a change in the master’s life, such as death, marriage of the master’s child, or payment of debits.

22. Religion in the Slave Community Many took comfort in religion. During the Great Revival or Second Great Awakening of the early 1800s, many converted to Christianity.Many took comfort in religion. During the Great Revival or Second Great Awakening of the early 1800s, many converted to Christianity. Most large plantations had a church or chapel where both slave and plantation families attended worship services.Most large plantations had a church or chapel where both slave and plantation families attended worship services. On some plantations, slaves were allowed to hold their own services in the slave quarters.On some plantations, slaves were allowed to hold their own services in the slave quarters.

23. Music in the Slave Community Music in the Slave Community Musicians played a key role as teachers, entertainers, and preservers of African folk culture.Musicians played a key role as teachers, entertainers, and preservers of African folk culture. Music was an important part of ceremonies and festivals in West African society.Music was an important part of ceremonies and festivals in West African society. The fiddle was more popular than the banjo, which was an African instrument. It was a high honor to be nicknamed “fiddler”.The fiddle was more popular than the banjo, which was an African instrument. It was a high honor to be nicknamed “fiddler”.

24. Slaveholders feared African drums and prohibited their use. They believed they could be used to signal a slave revolt.Slaveholders feared African drums and prohibited their use. They believed they could be used to signal a slave revolt. To preserve the complex rhythms of West Africa, slaves resorted to “Jubba patting”, which was hand clapping, body slapping, and foot tapping.To preserve the complex rhythms of West Africa, slaves resorted to “Jubba patting”, which was hand clapping, body slapping, and foot tapping. Songs were an outlet for protest. Often, songs conveyed images of broken families, the burden of work, and cruel treatment.Songs were an outlet for protest. Often, songs conveyed images of broken families, the burden of work, and cruel treatment. Sometimes the songs expressed joy, deliverance, and hope for a brighter future – even if that future lay in the next world.Sometimes the songs expressed joy, deliverance, and hope for a brighter future – even if that future lay in the next world.

25. Slave Education By law, slaves could not be taught to read and write.By law, slaves could not be taught to read and write. However, sometimes slave owners taught trusted slaves to read well enough to distinguish labels on foodstuffs or to write simple messages.However, sometimes slave owners taught trusted slaves to read well enough to distinguish labels on foodstuffs or to write simple messages. The Bible was used to teach slaves the basics of reading and writing.The Bible was used to teach slaves the basics of reading and writing.

26. Slave Codes It was against the law for slaves to: ► testify against whites ► show disrespect to white people ► make any kind of physical contact ► hit a white person ► carry a weapon ► travel away from the plantation without a pass

27. Slave Uprisings ► In 1800, Gabriel Prosser planned an attack on Richmond, Virginia. He was betrayed by two slaves. Prosser was executed. ► In 1822, Denmark Vesey, led a group that was prepared to take Charleston, SC. He was betrayed and executed. ► In 1831, Nat Turner, led the bloodiest slave revolt in U.S. history. Sixty-five white men, women, and children were killed. Turner and twenty others were killed.

28. Southern Society ► Southern Society during the Antebellum Period   Draw a pyramid and divide it into 5 tiers (levels).  Place the different groups of Southern Society into the pyramid. ► Who goes on the top? ► Who goes on the bottom?

29. WARM-UP

30. Abolitionists There were people who wanted to end slavery. These abolitionists made speeches, wrote books, and offered safe homes for runaway slaves. There were people who wanted to end slavery. These abolitionists made speeches, wrote books, and offered safe homes for runaway slaves. ► William Lloyd Garrison published The Liberator ► Harriet Beecher Stowe wrote Uncle Tom’s Cabin ► Frederick Douglass, published The North Star ► ► Sojourner Truth was famous for her speeches

31. John Brown ► In 1859, John Brown led a party of twenty-one men, blacks as well as whites, to capture the federal arsenal at Harper’s Ferry, Virginia (now West Virginia). ► They killed the mayor and held forty citizens hostage. ► Within twenty-four hours, Brown was captured by Col. Robert E. Lee ► Brown was executed two months later and became a martyr for the abolitionist cause.

32. The Underground Railroad ► A chain of homes, farms, and churches where runaway slaves could hide from slave catchers. ► Harriet Tubman helped slaves escape to Canada on The Underground Railroad

33. The Underground Railroad ► Slaves moved from place to place at night until they reached a safe place or crossed the border into Canada. ► Tubman and others helped up to 50,000 slaves escape between 1830 and 1860.

34. ► As the North and South grew apart, the future of the nation began to look uncertain. These differences eventually lead to the South breaking away from the Union.

35. Examine the picture below Who do you think the images represent? What do you think is the topic of the picture? What do you think is the feeling of the artist on this topic?

36. DEBATE OVER SLAVERY EVENTEFFECT 1. 2. 3. 4 5 6 Ch. 15 Section 3

37. DEBATE OVER SLAVERY EVENTEFFECT 1. Northwest OrdinanceNo Slavery in Northwest Territory 2.Southwest OrdinanceSlavery allowed in Tennessee 3.Missouri CompromiseSet rules for Expansion of slavery 4 Mexican-American WarAdded new territory- Large area of land to US for 15 million 5 Wilmot ProvisoCaused arguments over the spread of slavery  forbid slavery in territory acquired during the war 6 California Gold RushPopulation grew; asked to be made a state  Slavery still a problem Ch. 15 Section 3

38. Warm-Up

39. Growing Apart Handout Artifact 2 NorthSouth Economy Labor Population Culture

40. WARM-UP

41. ► The Issue of Slavery grew more and more with the expansion of the United States. ► Congress felt that there should be a healthy balance between free and slave states. ► If more slave states were added, free states would lose power in Congress. (And Vice versa) ► The nation needed to find a solution to such a divisive issue, but there was SO much to consider.

42. Economic Considerations ► The economy of the North was based on industry. ► Northerners worked in factories, mines, banks, stores, and on railroads to take care of their families. ► The South, depended on agriculture. ► Cotton and tobacco were the two main crops. Most cotton was shipped north where it was made into thread and cloth. Also, The North was growing fastly It had more people per sq. mile.

43. Cultural Differences ► Lifestyles: The North had several large cities where one could attend concerts, museums, lectures, or the theatre. The North had several large cities where one could attend concerts, museums, lectures, or the theatre. The South had few of these except in cities such as Charleston, Savannah, Richmond, and New Orleans. Instead, they attended revivals, quilting bees, hunting, and horse racing parties. Wanted to keep ties to England. The South had few of these except in cities such as Charleston, Savannah, Richmond, and New Orleans. Instead, they attended revivals, quilting bees, hunting, and horse racing parties. Wanted to keep ties to England.

44. 3 MAJOR EVENTS LED TO THE CIVIL WAR ► Missouri Compromise ► Compromise of 1850 ► Kansas-Nebraska Act

45. ► Georgia Politics: ► Democrats were for states’ rights and took a strong stand for slavery. ► Whigs were mostly members of the upper social classes. They favored a moderate protective tariff and federal help for the South. ► Constitutional Union Party was formed in the early 1850s. It broke up in 1852. ► After the Compromise of 1850, Georgia democrats formed the States Rights Party.

46. Compromise of 1820 or The Missouri Compromise ► The first clash between proslavery and antislavery forces was over the balance of power in the U.S. Congress.

47. The Missouri Compromise or Compromise of 1820 ► In 1820, Maine was admitted as a free state and Missouri as a slave state. ► The compromise stated that there would be no slavery north of 36 degrees latitude, an area that included any lands west of the southern boundary of Missouri.

48. The Compromise of 1850 ► California entered the Union as a free state. ► Slave trading was ended in the District of Columbia. ► Residents of D.C. could keep the slaves they already had. ► New Mexico and Utah Territories could vote to determine if they were going to permit slavery or not. ► Fugitive Slave Act: Runaway slaves would be returned to their owners.

49. Kansas- Nebraska Act ► The bill was passed in 1854, creating the Kansas and Nebraska Territories. ► The act provided for Popular Sovereignty, the right for the people in those territories to decide whether they were to allow slavery or not. ► Fights broke out between the Free Soilers, who were against slavery, and the proslavery forces. Many were killed. It came to be known as “Bleeding Kansas”.

50. Dred Scott ► In 1834, Dred Scott, a slave, was taken by his owner from the slave state of Missouri to the free state of Illinois. Later they went to Wisconsin, another free state. ► When Scott and his owner returned to Missouri, Scott filed a lawsuit claiming he was free since he had lived in a free state. ► In March 1857, the Supreme Court ruled that Scott could not sue because he was a slave, and slaves were not citizens. They also said that Congress could not stop slavery in the Territories.

51. COLOR THE MAP BASED ON THE MISSOURI COMPROMISE look on pg. 264

52. HOMEWORK: Show What You Know Imagine you are a citizen of the new United States. Write a (3-paragraph) letter to a friend or relative in Europe. In your letter, tell about the changes that have occurred since the Revolutionary War and describe the development of the north and south.

53. Tariffs ► Tariffs, or taxes on goods were a source of conflict between the North and the South. ► Northern states wanted high tariffs so that goods made in America would cost less than imported ones. ► Southern states had fewer factories and, therefore, bought many goods from foreign countries. They did not want the prices they paid made higher by tariffs on imported goods.

54. Plantation Life Class structure refers to the position one group has in relation to others. ► In the South, social structure was based on land and slaves. It was hard to move from one class to another. ► Planters were at the top of the social ladder.

55. Class Structure The largest Southern group were the yeoman farmers who owned less than 500 acres, doctors, lawyers, and ministers. The largest Southern group were the yeoman farmers who owned less than 500 acres, doctors, lawyers, and ministers. ► The third group in the Southern social structure consisted of poor whites who either owned very small farms, were seasonal laborers for planters ► Blacks were at the bottom of the South’s class system. Within the slave community, there was a difference between house servants and those who worked in the fields.

56. Free Labor ► In the North, class structure was tied to wealth. It was easier for people to move from one class to another. ► Many people in the North worked in factories. ► Each had about the same chance to go to school, travel, and take part in cultural activities

57. Antebellum Georgia ► Economy: ► The backbone of the economy was agriculture. By 1860, there were 68,000 farms with cotton as the main crop. ► The state had about forty cotton mills. ► Georgia had only 1,890 factories by 1860.

58. ► Transportation : ► Travel was a time-consuming affair. ► Travel was on horseback or horse-drawn vehicles on dirt roads. ► Travel north-south could be made using the extensive river system. ► By 1833, a railroad line ran from Charleston to Augusta. ► By 1843, a line ran from Savannah to Macon. ► A few years later the Western and Atlantic connected Atlanta to Chattanooga.

59. ► Education: ► Sons of wealthy planters were often tutored at home or went to private academies. ► Most Georgians had little education. ► “Old Field Schools” were one-room schools built by the community on fields no longer in use. They were generally attended only two or three years to learn reading, writing, and basic math.

60. ► In 1850, about 20 percent of Georgia’s whites could not read or write. ► About half of Georgia’s children were black and did not go to school at all. ► In 1858, the state allocated $100,000 to begin free schools. Before plans were finished, the Civil War began.

61. ► Religion: ► Georgians were caught up in the Great Revival movement of the early 1800s. ► By 1860, there were 2,393 churches in the state. Georgia was second only to Virginia in the number of churches. ► Methodists and Baptists were the largest groups. Other groups such as Episcopal, Catholic, and Presbyterian churches also grew.