Chapter 5

Theme 1: Slavery

The Second Great Awakening

Religious movement of 1801

Sparked by evangelical religious ideas

Attracted thousands of people to outdoor gatherings with singing, shouting and praising

Stressed individual effort and responsibility

A person’s worth did not rest in social status

The Second Great Awakening

Increased the tensions between the nation’s

belief in democracy and the realities of many

American lives

Encouraged people to forget about the past and

start fresh

Built bonds in community

Helped spread Christianity among African

Americans

The Question of Slavery

African-Americans flocked to evangelical

meetings

If blacks were equal in God’s eyes, should they

be equal in society?

Most slave owners did not think so

Bible verse: ―Slaves obey your masters.‖

―Christian duties‖ required them to take care of their

slaves, not to free them

The Question of Slavery

African Americans did not believe the Bible taught

that slavery was right

Black preachers spoke of liberation, not

obedience

Slaves identified with Bible stories – believed God

would free them as well

Began to sing songs that connected them to their

community as well as their African roots

Go down, Moses,

Way down in Egypt's land,

Tell old Pharaoh,

Let my people go.

Oh let us all from bondage flee;

Let my people go.

And let us all in Christ be free!

Let my people go.

http://en.wikipedia.org/wiki/Go_Down_Moses

Music

Spoke of physical as well as spiritual freedom

Helped slaves maintain a sense of self-worth and

hopes for a better future

Many white evangelicals began to denounce

slavery

In northern states, this grew into an antislavery

movement called abolitionism that called for the

end of slavery

Quick Check

What religious movement began in 1801 and

spread nationwide?

How did individuals celebrate during this

movement?

How did this movement impact slaves?

What did abolitionists want?

The Second Great

Awakening

Effects of the Second Great

Awakening

Prosperity in the East

Economic and political power remained in the

hands of planters and merchants

Easy to transport crops and merchandise to ports

in East

US population was growing rapidly

Led to an increased demand for lumber, corn,

wheat, etc

High demand More production Increased

profit

Cotton Gin

Patented by Eli Whitney

Gin separated cotton fibers from the plant’s sticky

seeds more efficiently than older methods

Made cotton growing more profitable

Farmers began to plant more acres of cotton

More slaves were needed to plant/harvest

Cotton Ginhttp://havefunwithhistory.com/movies/cottonGin.html

Bright Leaf Tobacco 1830’s – NC farmers began to experiment with a new type of

tobacco

Grew well in the sandy soil

NC tobacco production tripled in 10 years

Bright Leaf Tobacco A new curing process stimulated bright leaf production

―Curing‖ refers to drying tobacco leaves

Hung leaves in large, airtight barns and piped in hot

air from charcoal fires

Took several days and nights to properly cure

Communities held special gatherings at tobacco-

curing time

Barns had to be watched to keep heat even and to

prevent fire

Quick Check

How did the cotton gin affect the economy?

Who held political and economic power at this

time?

What does the term ―curing‖ refer to?

Ebenzer Pettigrew – An Eastern

Farmer

Read pages 162-163 in Social Studies textbook

Answer the following questions in complete

sentences:

What was finished first, making bushels of wheat or

cutting rice?

What types of events does Pettigrew record?

Why do you think Pettigrew wrote these short

entries?

What things did Pettigrew record that are similar to

your life today?

What do Pettigrew’s records teach us?

The End of The International

Slave Trade

Early 1800s – Countries began to work together to end slave trade British reformers took the lead

Britain became the first country to make it illegal for its citizens to participate

US Congress banned the trade in 1808 Passed legislation that allowed government to seize

slave vessels that ventured into US & to fine individuals who engaged in trade

1815 – France & Netherlands banned slave trade as well

Spain & Portugal continued to ship slaves

Amistad

Group of enslaved Africans took matters in their

own hands

Africans attacked the ship’s crew and took over

the ship

Tried to sail back to Africa but ended in New York

US Supreme Court ruled they had been enslaved

illegally and set them free

They returned to Africa

A Life Enslaved

1830 – 1/3 of NC residents were enslaved

Slaves had few legal rights

Owners could whip, abuse, and even kill them

Enslaved people built their own culture

Hunted, fished and grew food during free time

Blended African and American traditions

Organized own churches

Out After Dark

Slaves worked hard to build independent lives

At night, woods filled with slaves on the move

Went to visit family members on other plantations

Supposed to carry passes from their owners

White ―pattie rollers‖ on horses enforced this rule

Free Blacks

Small, but significant group of free blacks in NC

Some had been free for generations

Some were freed by their masters

Some earned enough money to buy their freedom

1860 – Free blacks made up 10% of population

in New Bern

True or False?

By 1830, 1/3 of NC’s residents were

enslaved.

Slaves had few legal rights.

Enslaved people copied the culture of

their owners.

Slaves were always slaves; there was

no chance of ever becoming free.

In 1807, Britain became the first country

to make it illegal for its citizens to

participate in the slave trade.

Moses Grandy

Read Grandy’s story on page 166

Select a quote or one aspect of his life that

intrigues you

Draw a picture that represents this quote or event

Include the quote, if possible

The War of 1812

Britain and France went to war first – US

remained neutral

Britain began to seize US ships carrying supplies to

France

Britain began to kidnap US sailors – impressment

US was mad that Britain supported Native American

groups

―Warhawks‖ – Congressional leaders who wanted

war with Britain

1812 – James Madison declared war on Great

Britain

British-Indian alliance defeated American forces

headed to Canada

Navy blockaded American ports – attacked

coastal towns

Invaded Washington, DC and burned the capitol

and White House

Some worried the US would not survive

North Carolinians in the war

Dolley Payne Madison

Wife of President

James Madison

Stayed at White

House when British

invaded – saved

several papers and

valuables

―Heroine of the war‖

Andrew Jackson – war’s most celebrated hero

By 1814, both sides were ready to end the

conflict

Signed a peace treaty on Christmas Eve

War had the greatest effect on Native Americans

Creek Indians forced to give up much of their land

Gave US a psychological boost

Americans were proud they stood up to Britain

HAVE YOU BEEN PAYING

ATTENTION?

What religious movement began in 1801 and spread nationwide?

What did abolitionists want?

Where were they located?

Which side of the state held political power?

How did the cotton gin affect the economy?

Who patented the cotton gin?

What is one way slaves could become free?

What was one cause of the War of 1812?

What were Congressional leaders who wanted to go to war called?

Who is considered the heroine of the war?

Struggles in the West

Mainly small-scale family farmers

Owned or rented a few dozen acres of land

Families and livestock consumed most of what they

grew

Built life around farming, church and relatives

Many lived and died without ever leaving the

county where they were born

―Just getting by‖

Waking Up the State Wanted to improve

transportation

Many wanted to make more money, buy more things, and raise their standard of living

Leaders across the country called on the government to build roads and improve waterways

―internal improvements‖

NC did not launch programs of internal improvements

North Carolina

North Carolina’s legislature:

Seats were determined by number of counties, NOT

population

More people lived in the Piedmont and western part

of state

Eastern legislatures used power to ensure that

there were more eastern counties

Eastern politics believed in limited government

Eastern Politics

Did not need much government action

Educated children with private tutors and

academies

Sent crops through a well-developed system of

rivers and canals

Saw no reason to spend $ to help rest of state

―Rip Van Winkle State‖

NC was declining socially and economically,

instead of moving forward

Stagnant western economy

Lack of investment in education

Elite’s tight hold on political power

Rip Van Winkle

In a pleasant village lives the kindly Rip Van

Winkle. Rip enjoys solitary activities in the

wilderness, but is also loved by all in town—

especially the children to whom he tells stories

and gives toys. However, a tendency to avoid all

gainful labor allows his home and farm to fall into

disarray due to his lazy neglect.

Rip Van Winkle

One autumn day, Rip is escaping his wife's

nagging, wandering up the mountains with his

dog, Wolf. Hearing his name being shouted, Rip

discovers that the speaker is a man dressed in

antiquated Dutch clothing, carrying a keg up the

mountain, who requires Rip's help. Without

exchanging words, the two hike up to a hollow in

which Rip discovers a group of silent, bearded

men who are playing nine-pins Although there is

no conversation and Rip does not ask the men

who they are, he discreetly begins to drink some

of their liquor, and soon falls asleep.

Rip Van Winkle He awakes in unusual circumstances: it seems to be morning,

his gun is rotted and rusty, his beard has grown a foot long, and

Wolf is nowhere to be found. Rip returns to his village where he

finds that he recognizes no one. Asking around, he discovers

that his wife has died and that his close friends have died in a

war or gone somewhere else. He immediately gets into trouble

when he proclaims himself a loyal subject of King George III, not

knowing that the American Revolution has taken place. Rip is

also disturbed to find another man is being called Rip Van Winkle

(though this is in fact his son, who has now grown up).

Rip Van Winkle

The men he met in the mountains, Rip learns, are

rumored to be the ghosts of an old crew. Rip is

told that he has apparently been away from the

village for twenty years. An old local recognizes

Rip and Rip's now-adult daughter takes him in.

Rip resumes his habitual idleness, and his tale is

solemnly taken to heart by the Dutch settlers, with

other hen-pecked husbands, after hearing his

story, wishing they could share in Rip's good luck,

and have the luxury of sleeping through the

hardships of war.

―Rip Van Winkle State‖

Is this an appropriate nickname for North Carolina

during this time period? Why or why not?

What other nickname could have been given to

describe NC during this time?

What similarities exist between the short story

and NC?

Archibald DeBow Murphey

Challenged state legislature’s lack of interest in

improvements

Proposed improving navigation

Digging canals, building major roads, etc

Promoted public education

Drew up a plan for a public education system

Free for those who couldn’t afford to pay fee

All white children could be educated

Proposals fell on deaf ears

Government Reform

1830s – leaders could no longer ignore pressures

for reform

Thousands of families moved west

NC was losing population and support

Constitution of 1835

Spread political power more evenly across state

Removed some restrictions on voting/holding office

New, energetic state government

Industrial Revolution

American merchants began to build factories and

develop their own machinery

Weaving cloth, grinding corn, making shoes, etc.

Centered in the Northeast

Land was scarce

Labor was plentiful and cheap

Transportation Revolution

State officials worked to link east and west with

roads, canals and railroads

Gave eastern manufacturers a new market for

their products

Plank roads

Long, wide boards

Far superior to muddy dirt

Railroads

Soon become dominant form of transportation

Public Schools Legislature provided money for schools

Counties began to acquire buildings and teachers

Farm work > schoolwork

Calvin Wiley – first superintendent of schools

Founded teacher-training institutes

Established classroom standards

Traveled across state to promote interest in public

education

Westward Expansion

Expansion began soon after American Revolution

Louisiana Purchase

War of 1812: Alabama, Mississippi

Oregon Treaty

Indian Removal Act Passed by a single vote

Forced Indians to trade southern land for land in

the west

Assigned a reservation (eventually became

Oklahoma)

Most Indians did not want to move

Many were held at gunpoint and forced to move

west

Some Indians picked up guns and fought back

Florida: Seminoles fought so hard that US decided

to let them stay

http://www.youtube.com/watch?v=1UgUcR-

3Jj8&edufilter=X-YouTube-Edu-

Filter:8UYQXjYbEPCvl7wZfQlNpA

NC Cherokees

Went into woods to hide from troops

Sued federal government & won

North Carolinians had mixed views

Some thought Indians did not belong in American

society

Some thought they made good neighbors and

wanted them to stay

Leaders adopted a hands-off approach

Allowed them to stay, but refused to recognize as

citizens

Did not help federal government force people out

The Trail of Tears

1838: Almost 20,000 individuals headed towards

Oklahoma

Journey took several months

7,000 troops were sent to guard them, but they

did not provide enough food, shelter or medical

care

Approximately 4,000 died along the way

Did the government have the right to move

Indians from southern land? Why or why not?

How would you solve the Indian and settler

conflict over land?

If you were an Indian during this time period,

would you have moved peacefully or fought for

your land?

Manifest Destiny

Term for the attitude prevalent during expansion

US not only could, but was destined to, stretch

from coast to coast

http://www.youtube.com/watch?v=Qrjg9ulR-

xo&feature=related

Abolition

1820s – all northern states abolished slavery

With new acquisitions, Congress needed to

decide whether slavery would be allowed

1830s – many Americans working to end slavery

Levi Coffin – vocal southern abolitionist

Abolitionists

Wanted to ―put a human face‖ on slavery

Thought people accepted slavery because they

viewed blacks as inferior

Helped publish autobiographies of former slaves

Frederick Douglas

Harriet Jacobs

Moses Grandy

David Walker

A free black man born in Wilmington, NC

Moved to Boston to join abolition movement

Published a pamphlet

Condemned slavery

Urged blacks to fight back

Used sailors, ministers and local leaders to

distribute

Eventually pamphlet ended up in North Carolina

Fear of Slave Revolt

NC slave owners worried about black revolt

1802 – 21 slaves were hanged for planning revolt

Charleston – residents discovered well-planned plot

to take over city

1820s – Escaped slaves attacked several

communities

General Assembly

Made it harder to free slaves

Enacted harsh penalties for teaching slaves to

read/write

Fear of Slave Revolt 1831 – Nat Turner led a

group of slaves in raids in NC and VA Killed at least 55 whites

in one night Sparked panic across

the south

Edenton Local militia searched

every blacks house Many were whipped

and/or arrested Demolished a local

black church

Plantation vs. Industry

Plantation

Economy driven by land, slaves and cotton

Soil was fertile/climate was mild

Planters invested $ in new land and slaves to

work it

South remained an agricultural region

cotton = profitable = no reason to invest in other

businesses

Industry

Land was harder to obtain

Soil was rocky /climate was colder

Merchants invested $ in canals and railroads to

improve trade

Manufacturing proved to be highly profitable

Invested profits in new technology, factories, and

transportation

Nullification Crisis

1832 – Congress raised tariffs on imported goods

Helped northerners by reducing competition

Hurt southerners who had to pay more for

manufactured goods

Did the federal government have the right to tell

an individual state what to do?

South Carolina lead the south in the debate

Threatened to secede from the Union

No other state support -- decided to back down

Leaders worried issue of slavery would cause

states to secede

1820 – Missouri Compromise

All states below line would allow slavery

All states above line would be free

1854 – Kansas-Nebraska Act

Residents of Kansas and Nebraska could vote on

whether their state would allow slavery or not

Election of 1860

Key issue: should slavery expand into western

territories?

Anti-expansionists formed new party –

Republicans

Nominated Abraham Lincoln for president

Won every free state and became president

December 20: South Carolinians voted to secede

from the Union