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Shoes, Wheat, Iron and Cotton: A Historian's Notebook

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Shoes, Wheat, Iron and Cotton: A Historian's Notebook

Use field notes, a graph and two speeches to compare the North's and South's economies before the Civil War.

The notebook

Read the field notes. The historian and his notebook are invented; the places, dates and history are real. Then answer the questions.

Field Notebook of Dr. Marcus Delgado, Historian

1Stop 1: Lynn, Massachusetts. In the library's local history room, I read about the town's shoemakers. By the 1850s, Lynn was one of the leading shoe-making towns in the country. Sewing machines in new factories stitched the upper parts of shoes far faster than hand sewing, and many of the stitchers were young women paid for each piece they finished. On February 22, 1860, thousands of Lynn's shoe workers walked off the job to demand higher pay, and the strike spread to other New England towns. Historians often call it the largest strike in the United States before the Civil War. Many strikers won raises, though their hopes for a lasting union faded.

2Stop 2: a farm museum in central Ohio. A rebuilt 1850s farmhouse stands beside a horse-drawn reaper. The guide reminded me that most Northerners in 1860 still lived on farms, not in factory towns. Families did most of the farm work themselves, sometimes with a hired hand paid by the month. Reapers built in Chicago factories let a family harvest far more wheat than with hand tools, and canals and railroads carried the grain and salted pork to cities in the East.

3Stop 3: Richmond, Virginia. A museum now stands on the site of the Tredegar Iron Works beside the James River. In the 1850s, Tredegar was the largest ironworks in the South, making rails, locomotives and cannon. Its workers included free white men, some of them immigrants, and enslaved men, many of them hired from slaveholders who collected their pay. Even so, the guide pointed out, the whole South made only a small share of the nation's iron.

4Stop 4: a county courthouse in Alabama's Black Belt, a band of farmland named for its dark, rich soil. Much of this land was the homeland of the Muscogee (Creek) and Choctaw nations until the United States forced most of their people west in the 1830s; both nations still govern themselves today. Cotton planters then bought up the land. In the 1860 census, enslaved people made up more than half of the population in many Black Belt counties. In the records room I read probate inventories, lists of everything a planter owned when he died. They listed enslaved men, women and children by first name, each with a dollar value, beside mules, plows and acres. Historians estimate that in 1860 the enslaved people of the South were valued at about $3 billion, more than all the nation's railroads and factories put together. Planters often borrowed money by pledging enslaved people as security for loans. The clerk told me that descendants of people enslaved here still search these records for their ancestors' names.

1.
In 1859, a stitcher in Lynn thinks her pay is too low. Use Stops 1 and 3. What could she do that an enslaved worker at Tredegar could not legally do?
Question 1 options
2.
Underline the sentence from Stop 3 that best shows slavery was part of Southern industry, not only Southern farming.

3.
Based on Stop 2, how did Northern factories and Northern farms support each other?
Question 3 options
4.
Underline the sentence from Stop 4 that best shows how much wealth slaveholders held in enslaved people.

5.
Sort each detail from the notebook by the region whose economy it describes.

The 1860 numbers

Use the graph and the notebook. In the graph, the South means the 11 states that later formed the Confederacy, and each value is an estimate rounded to the nearest 5 percent.

The South's Share of U.S. Totals, 18600102030405060708090100PeopleCotton grownFactory goodsIron madeMeasurePercent (rounded estimates)
6.

Use the graph. In 1860, the South had about 30 percent of the nation's people but made only about percent of its factory goods. Its share of the people was about times its share of the iron made.

7.
Which conclusion does the graph best support?
Question 7 options
8.
In 1859, a Virginia railroad company needs a large order of new iron rails. Based on the graph and Stop 3, which is most likely?
Question 8 options

Two speeches

Read the two adapted speeches and the notes about who gave them.

Source A: adapted from a speech by Senator James Henry Hammond of South Carolina to the U.S. Senate, March 4, 1858. Hammond was a cotton planter who enslaved hundreds of people. He spoke during a debate over whether Kansas would enter the Union as a slave state.
"Suppose no cotton were shipped out for three years. England would topple headlong and carry the whole civilized world with her. No, you dare not make war on cotton. No power on earth dares to make war upon it. Cotton is king. In every society there must be a class to do the hard, low-paid work of life. In the North, your hired laborers are that class, and they are, in truth, little better than slaves."
Source B: adapted from a speech by Abraham Lincoln to the Wisconsin State Agricultural Society, Milwaukee, September 30, 1859. Lincoln, an Illinois lawyer and Republican leader who opposed spreading slavery into the West, spoke to a crowd of farmers at a state fair.
"Some say that whoever works for wages is fixed in that condition for life. That is not so here. The careful, penniless beginner works for wages for a while and saves enough to buy tools or land for himself. Then he works on his own for a while, and at last hires another new beginner to help him. This is free labor, the fair and prosperous system which opens the way for all."
9.
Read the note about Source A. Which fact gives a historian the best reason to question Hammond's claim about Northern wage workers?
Question 9 options
10.
On which question do Source A and Source B most clearly disagree?
Question 10 options
11.
Claim: "The biggest difference between the Northern and Southern economies in 1860 was not farms versus factories, but free labor versus slavery." Do you agree or disagree? Make your own claim, use at least two pieces of evidence from the notebook, the graph or the speeches, and explain your reasoning.