Comparison Tables: The Nation Before
the Civil War (Circa 1830-1860)
Within this webpage, you have 2 methods for finding what you want to see. 1. Compare
North and South on a major issue
by click on one of these links |
2. If you want more information on one of those issues, look for links such as the word (More) or a specific word such as Nativism |
Demographics: What were the basic
population patterns? (Related Links: Who
Went Where? Nativism)
|
1830-1860
Issue |
North
|
South |
What
was the population growth? Where was it distributed? |
Growth
of total population—1830s-1840s: 13 million à 17 million Movement
of population to West OF - 1840-1860: 300K,
Southerners moving to TX with 142,000 post-Panic of 1837. But more
migration—by those from - 1849 +:
”Forty-niners” to CA in Gold Rush—95% male; Chinese also in region; by
early 1850s, diverse population—from Europe, Movement by 1840s-1860s—growth
in size of cities - Philadelphia
220,000 à 565,000 - New York City 312,000 à 805,000 City
growth—population in 1820-1840¾1 in 20 in cities à 1 in 12 in cities 1840-1860—14%
à 26% in cities/towns of over 2.5K—growth in %
of population living IN cities But not in the South—1840-1860 6% à 10% growth in number of cities Growth
in # of cities in interior¾St. Louis, MO; Pittsburgh,
PA; Cincinnati, OH; Louisville, KY; Buffalo, NY; Chicago, IL But with only
one of these in the South Movement
of population to US—growth of immigrant population—ideal for factories (More) -
1830—500,000 of 13 million total population -
1840-1850—1.5 million immigrants—mainly Irish and German - 1850s—additional 1.0 million to 2.5million But not in the South—only 500,000 of immigrants went there With
immigration came nativism. (More) |
|
Where was King Cotton moving? |
|
1840-1860 est. 410,000 slaves
moved from upper South to lower or Shift
in population by 1860: - -
Upper South 1 slave to 3+ whites Statistics
for black population in general (not South-specific): -
1820 1 black to 4 whites in US -
1840 1 black to 5 whites Reason
for black population not climbing: High birthrates for children, BUT high
death rates as well (1/3 before age 1). (Subsistence diets = malnutrition if
a pregnant or nursing mother) |
What was the
motivation for movement into the Southwest (Mexican, formerly Spanish)
territories? |
This
trend came to closure with the annexation of the |
|
What
was the motivation for movement into the |
This
trend came to closure with the British treaty (1846) settling the |
|
Economy: How did they make a living? What was the
infrastructure for this economy?
|
1830-1860
Issue |
North
|
South |
What happened to agriculture? |
NE—farmers
staying on land changed to truck farming (vegetables), fruit, dairy for local
cities NW: -
Average farm 200 acres—owner worked it -
Industrialization in agricultural machinery and mass production (such as meat
packing) Knowledge
changes—big names in agricultural machinery included - John Deere (IL, 1840s, plow factory)—steel plow, essential on prairie -
Cyrus McCormick (in 1840, reaper factory)—reaper 10X 1 person’s work -
Imported seeds -
Imported stock |
Growth
in King Cotton as nation’s export: - $321 million
(1836-40)—1.35 million bales—43% of total exports -
$745 million (1850-1860)—4.8 million bales—54% of total exports Note:
Agricultural mechanization in South seemed restricted to the early one of
cotton gin Upper
South (VA, NC, plus two states that will not secede—DE, MD) was trying out
growing diverse crops, using fertilizer. |
How
did the surplus of farm products change the labor market? |
2 sources of workers
grouped in cities: -
Farmers forced off land (as above in the 1800s) -
Immigrants (More) Pattern
in the early factory system (More) -
Mid-Atlantic (old middle colonies)—families as workers (kids age 4-5 working
side by side) |
1860—8 million whites; 383,000 slaveholders; 2,292 held 100+
slaves. 4 million slaves—90% on
plantations, farms—used to grow 90% cotton, most sugar and rice. About 5% in
construction, mines, mills, factories. Most Southerners did not own slaves. 1860—only 25% had any and only 12% had more than 20 slaves. Approximate distribution: - 25% on plantations of 50 + (2% of these on plantations of 200+) - 50% on plantations of 10-49 - 25% on plantations of under 10 |
How
did the arrival of immigrants change the labor market? What was the situation
for black slaves? |
- Numerous—therefore cheap (the surplus—with jobs being the scarcity) -
New to US—therefore lacked knowledge of how to use the political system to
protect themselves and also not citizens - Categorized as different,
sometimes as subhuman—“Shanty Irish” Consequences:
(More) -
Piece rates (not paid by day) -
Work day to 12-14 hours (with 6-day week traditional) - Wages down |
Throughout
the era, blacks: - Experienced enforced poverty, therefore cheap to use their labor -
Outside of political system—with slave codes -
Carried in skin color instant identification as slaves |
What was role of the
merchant marine? |
Tonnage numbers show growth, with some shipping by
fast—as name indicates—clipper ships—1840s-1850—wooden vessels - 1840 1,577K - 1860 5,921K What nation’s vessels are carrying US goods? - 1821—90%
US vessels carrying goods; - 1860s—dropped to 71% US vessels. (Why?—we couldn’t build iron ships) |
|
What
was happening in water-based transportation? |
Canals
continue. Steamships: -
E. seacoast, Great Lakes -
1848 – New York to Liverpool |
1840s-1860s
steamships on the Mississippi River and other major rivers |
1840s-1850s clipper ships |
||
What was happening in land-based transportation? |
Northern
Summary: Barges replaced by boats—river-sea connection. Boat on inland river
to The
change in pattern because of railroad: - Lack of
increase in old the NW to South connection that had used the rivers and had dominated
in 1830s-1840s - Increase in new NW to NE connection by rail
in post 1840s era |
1847-1860
– VA railroad construction 1849
– NC some construction But
the pattern was: -
few canals -
roads unsuitable for heavy goods -
separated railroads |
What was the new
transportation? |
Railroad—innovation of tracks +
steam power + regular schedules—supersede canals, steamboats -
1840—3,000 miles of track - 1860—27,000 miles of
track Vulnerability:
No standard width (gauge). Consequence: unloaded one railroad car and then
filled another. Travel
time: - 1830 New York
City to Chicago 3 weeks by boat (lake/canal route) -
1850 New York City to Chicago 2 days by railroad |
|
NE = 2X NW in tracks per
square mile NE to NW interconnections lessened
dependence of NW on Mississippi—and thus on the South |
NE = 4X South in tracks per
square mile |
|
What was the
new communication? |
1789—Post Office
Department—Post-mail had been the main communication. 1837—Telegraph—Samuel Morse (Morse
Code)—required wires/electrical current (More) 1860—50,000 miles telegraph
wire—“most parts” of country—transcontinental --New York City to San
Francisco (Pacific Telegraph)—unified company = Western Union Telegraph
Company 1866—trans-Atlantic cable Railroad-telegraph
connections—railroad needed anyway for scheduling, emergency notification |
|
What was happening with capital and what was happening
with King Cotton? |
Capital in manufacturing and the new transportation industries. |
No
decline in cotton price, so no search for other uses for capital. Plus slaves
and land were high users of capital and did not allow rapid shift. Appeal by
J. D. B. DeBow (editor DeBow’s
Review) for use of slaves in industry, but not followed. |
What
happened to manufacturing? What happened to King Cotton? |
1820s
development of factory system¾associated particularly
with textiles (cotton, later wool) and shoes but also iron -
Machine-based and also powered—required capital (More) -
All parts of manufacture together (not “putting-out
system”)—consolidated workers (More) |
|
Machine-based:
1840s—machine-made tools for making machines (Examples: -
Turret lathe, universal milling, precision grinding machine). Needed for
success with interchangeable parts to manufacture NEW
machines in this era. (Examples:
Watch/clock, locomotive, bicycle, cash register, typewriter) |
||
Industries
using machine tool knowledge - Military
(rifle parts standardized)—arsenal at Springfield, MA and at Harpers Ferry,
VA -
Sewing machine (also relied on precision grinding)—in a war—clothe troops and
later “ready-to-wear” |
||
Power
source/supply: -
Early products (flour milling, for example) were by a water source; later
burned wood; later coal -
Pennsylvania mining: -
1820—50,000 tons of coal -
1860—14 million tons of coal |
||
Patents
reflect the new knowledge being applied: -
1830 patents 544 -
1850 patents 993 -
1860 patents 4,778 |
||
1840—manufactured
goods—US total = $483million 1860—manufactured goods—US total = $2B—1st
time—manufacture = agricultural |
||
NE
½ of manufacturers. NE
produced 2/3 of goods. NE
had ¾ of manufacturing jobs. |
Growth
in King Cotton as nation’s export: -
$321 million (1836-40—43% of total exports -
$745 million (1850-1860)—54% of total exports |
|
New products 1839 NE—vulcanized rubber (Charles
Goodyear) 1846 NE—sewing machine (Howe
and Isaac Singer) |
Tredegar
Iron Works—Richmond, VA—used slave labor 1860—textiles 3X 1840
value, but still only 2% of cotton production |
Education: How did
they teach their young and the next generation of leaders?
|
1830-1860 Issue |
North |
South |
What
did the sections do about basic education for the young and what other basic
education was occurring? |
REFORM: Advocacy
of free public education by workers’ groups. Horace
Mann—MA Board of Education—“education only way to counterwork this tendency to
the domination of capital and the servility of labor”—that is, protect
democracy. |
|
1860—72%
white children enrolled (but varied in quality of school, attendance) General
literacy—94% Also
Perkins School for the Blind (MA) Lyceum
movement—education for adults (plus debating societies) |
1860—1/3 white children enrolled. General literacy—83% white population (58% total population) |
|
What
was happening in educational opportunities for women in the sections? |
-
1835—Oberlin (OH) (Click
here for details.) -
Mt. Holyoke (MA) |
Approximately ¼ of white women illiterate |
What
was happening in educational opportunities for Indians and blacks? |
1840s: Indian education attempted by missionaries, particularly in Oregon area—again, these were assimilation-type. Some
admission of blacks in North (More) |
|
What
were the colleges in the sections? What was happening to the college
education of ministers? |
College
walk out over abolition at Lane Theological Seminary (OH)—led by
revivalist/abolitionist Theodore Dwight Weld, with his supporters later
having influence at Oberlin College
(OH)—accepts women, men, blacks—radical.
|
1860L - 260 colleges. - 25,000
students—upper class income only |
Government: How did
they govern themselves? What was the infrastructure of government?
|
1830-1860
Issue |
North
|
South |
What
was happening with infrastructure? |
Change
to fund internal improvements for infrastructure: - Railroad
funding—by 1860—30 million acres public land by Congress to 11 states
to fund railroads—intransparency of transfer of
public resources since not directly out of taxpayers’ pockets. (FYI: After
Civil War, more grants occurred.) -
Railroad funding—also by state, local government loans, bond guarantee -
Canal funding—by states—example Erie Canal. -
Experiments funding—1843—Congress—$30,000—telegraph—an
experiment—Baltimore to Washington line (wires)—communicated nomination for presidency
(Polk’s). Later widespread. (More) - Tolls as funding—7 years paid for costs of Erie |
|
What
was happening with government jobs? |
Jacksonian
era—1828+: “Spoils system”—giving of government taxpayer-paid-for jobs to
members of your political party so they keep working for it. |
|
What
was happening with corporations? |
Corporation—organizational
structure developed from railroad, with separation of ownership and control - Pre-1830s
charter—state law¾needed to get entire state legislature to
agree - After-1830s—paid
a fee for limited liability |
Compared
to the rapid development of organizational structures, limited financial
infrastructure |
What
was happening in the law with laborers? |
Courts and laws anti-union workers or
artisans. Changes started (slowly) with Commonwealth v. Hunt—MA—1842 - legal to organize -
legal to, as a group, not work (strike)—as unskilled workers, what other
leverage did they have? |
|
What
was happening in the law with fugitive slaves? |
Constitution
had backed return of fugitive slaves (Article IV, Section 2, paragraph 3)
plus 1793 federal law on fugitive slaves. But: Supreme
Court—1842—Prigg
v. Pennsylvania: -
States not obligated to enforce this federal law -
Only federal government required to. States
therefore wrote their “personal liberty laws” to forbid state
authorities from aiding return of slaves. |
Knowledge: What
kind of knowledge had they gathered?
Some knowledge topics are covered under the economy. |
1830-1860
Issue |
North
|
South |
What
was the state of the medical profession? |
Public health problems continue. Cholera—fewer than ½ lived. Varieties of types of REFORM (some strange, some useful): - Dietary—Sylvester Graham (Graham cracker) - Phrenology—science of bumps - Anesthetics—1840s |
|
What
was the state of the national literature, art? |
Hudson
River school—painting 1820s—James
Fenimore Cooper—example: Last of the Mohicans 1850s—Walt
Whitman—Leaves of Grass 1851—Herman
Melville—Moby Dick |
Edgar Allen Poe—“The Raven” |
Rise
of transcendentalism—a movement that rejected reason (or rather renamed it)
of the Enlightenment and its focus on observation of reality in favor (to simplify)
of individuals’ perception. |
||
1830s-1840s—Ralph
Waldo Emerson—transcendentalist—“Self-Reliance”—Coined phrase “Young America”
(1844), a phrase reflecting this new era’s pro-market economy, pro-expansion,
pro-technology views 1854—Henry
David Thoreau—Walden Pond—“Resistance to Civil Government”
(1849)—refusing to obey unjust laws |
William
Gilmore Simms (SC) essayists, lecturer |
|
|
1846—creation
of Associated Press (AP) (consolidation of papers—shared reports but still
great competition in newspapers). Also: new inventions (steam cylinder,
rotary press) fueled growth of mass circulation newspapers (more penny
press). |
Social Order: How was the society organized?
Although the reform issue for slavery is placed under varied issues under Social Order, it has economic and governmental elements as well. |
1830-1860
Issue |
North
|
South |
What
was happening with rich and poor? |
1860—5%
of families = 50% of nation’s wealth -
Separated from the poor (they did not have to see them) -
Separate neighborhoods –ostentatious homes, clothes, carriages - With no resources—people died from starvation or exposure. -
Who survived—but a shift in America with workers and laborers who became renters But: -
Free blacks in North better off than in slave South (not separated from
family by being sold away) -
Immigrants better off than in economic distress of Europe -
Some moved West—or dreamed of it -
Those in the middle class benefited—cheap consumer household goods;
varied foods; cast-iron stove (safer), icebox; some indoor plumbing by 1850s. |
More
rich planters—1830 Most
Southerners did not own slaves but followed the culture, with some being
economically dependent upon the planter class. Terms frequently used: § Planter (owned land and 20
or more slaves)—4% of total population; 12% of slaveholders § Factor—job to market crop
and to provide funding in advance of crop sale § Overseer—job to control
slaves and production § “Plain folk” or yeoman
farmers—owned land but subsistence farmers—acceptance of planter class. Opposition to planter class was mainly in
“back country” (Remember the term from VA and Nathaniel Bacon?). Some joined
the Union against the South. § “Crackers,” “sand hillers,”
“poor white trash”—degraded, ill, pellagra, hookworm, malaria—but they were
white. § “Peculiar institution”—the South: perceived
special institution, but with variations by master in a basic structure of
slave codes (with a trace of Africa determining black status). |
|
REFORM: - Dorothea Dix (MA)—national movement (by persistent individual) to treat mentally ill (not imprison as criminals) -
Some prison reform (NY) with solitary confinement intended to be a REFORM -
Temperance REFORM—by 1840s national movement. (earlier Content Page) evolved into a focus
on REFORM. |
|
What
was happening with workers? |
1820s—Paternalistic factory when the
factories had no alternative labor supplies -
Boarding house, food provided by factory -
Supervision—including of morals - Good wages 1830s—Competition in boom/bust period: -
Hours over 10/day (not confirmed for Lowell, but work weeks were usually 6
days/week) -
Decayed, crowded boarding houses—increased rent in 1836 (strike over this
failed) - Wages
down—25% wage cut in 1834 (strike failed) Resistance
(besides strikes): 1840s—Organization (Female Labor Reform Movement—Sarah Bagley) went
to state asking for an investigation of the mills. Mills went to immigrant
labor (More). 1834—General
Trades’ Union—pressure for public education, 10-hour day, end of imprisonment
for debt 1860—only
then 10-hour day in major industries |
Slave
codes
(varied in how applied): -
Any African blood = black status -
Owner’s killing a slave, not a crime -
Slave’s killing an owner, death penalty -
Could not leave, own property, assemble, learn to read and write (could fake
own travel pass), be out after dark Life and work (varied by owner, region): - Planter provided slave quarters, shoes, “Negro-cloth”-quality clothing, staples (corn) -
Slaves grew their own food -
Worked dawn-dusk, 6 days week; Sunday for laundry, etc. -
Family structure (More), religion
provided support -Some
house slaves, some slave drivers, some artisan crafts, some industry -
1860—500,000, 250,000 of these in slaveholding areas (VA, MD) -
Few slaves able to achieve either as gift by owner or by selling labor to
purchase freedom. -
1830s—laws made it harder (fears of Vesey, Turner—More) -
Location—northern areas of slaveholding states Resistance: -
Rebellion, sabotage, pretended stupidity -
Noted insurrections (and earlier Gabriel Prosser): 1822—Denmark Vesey, Charleston
free black; 1000 followers 1831—Nat Turner, VA, killed 60; 100 blacks
executed. Only one that actually occurred. |
What
was happening with slaves and the slave trade? |
|
Increased
pressure on slaves from internal (inside US) slave trade from upper to lower
South (More). Weakened
family but not commitment to it since running away frequently related to
family member being sold away. -
1/3 of black families split by slave trade. -
Slaves, average lifetime—10+ relatives sold away from them. |
What
was happening with slavery reform? |
REFORM
by free blacks : Example: Frederick Douglass -
Escaped slave, later purchased his freedom. -
Orator in England, later US. -
Founder of North Star, a newspaper—1847. -
Wrote beautiful autobiography: Narrative of the Life of Frederick Douglass. REFORM by whites: -
William Lloyd Garrison—editor of Liberator (MA)—for immediate end to slavery.
Founder of what became American Anti-Slavery Society—1838—1,350 groups,
250,000 members. -
Underground Railroad to help slaves escape to freedom -
Petition to Congress to end slavery in DC and in territories in spite of the
gag rule - “Personal
liberty laws” (More) -
1852—Harriet Beecher Stowe’s novel—Uncle Tom’s Cabin—300,000 copies 1st
year -
Free Soilers—Keep slavery out of the territories
(may or may not have cared about slaves or slavery itself)—able to get broader
base of Northern white population Opposition
to abolitionists in the North: -
1834—Philadelphia race riot—starts over burning abolitionist headquarters -
1835—abolitionist newspaper editor killed (IL—Elijah Lovejoy) |
REFORM by whites: -
1817—American Colonization Society formed—Compensated owners; sent freed
blacks out of country—limited. FYI:
1830—some of these groups of freed slaves set up Liberia on African west
coast. Some
Southern abolitionists and anti-slavery advocates: -
Cassius M. Clay—KY -
Hinton R. Helper—1857—Impending Crisis of the South Post-1830s—South
locks out communications (including the mail) that are anti-slavery. Shift: -
From slavery as “necessary evil” -
To slavery as “positive good” (based on their view of blacks as
inferior, argument that the Bible supported slavery, and argument of
humanitarian action to protect inferiors) Examples
1850s—VA—George Fitzhugh—Sociology for the South—South treats slaves
better than North treats factory workers |
What
was happening with skilled labor—the artisan class? |
Reminder:
Colonial America had small entrepreneurs in towns and cities. artisans, like small farmers,
considered key to republican government. decline: -
Couldn’t compete in price with machine-made goods by immigrant workers
at 14 hours/day on piecework pay -
Joined together but were not able to protect themselves¾including
because of the law (More) |
Dependency of commercial business on planter class and the plantation system Labor in cities by slaves—on contract, for hire, in industry such as Tredegar Iron Works (More) |
What’s happening to women
and the family? |
Colonial
times and farming life—family = social and economic unit. Traits continued
in this era as noted by the traveler Alexis de Tocqueville. Industrialization,
however, resulted in: - Urban individual faced
the workplace alone—and may have faced economic survival alone (work and
survival no longer tied to the land and family) -
Middle-class women were less likely to produce economically useful
goods as part of family life and instead became consumers as part of “cult
of domesticity” (although those on farms in the 20th Century
continued to—canning, egg and chicken raising) -
Lower-class women produced income as laborers or by taking in washing
or other work—and, like children, were paid less for the work than men. |
White
woman as “Southern lady”—as myth of protected child. Black slave woman as
equivalent of single parent—with the authority and fatigue that came with
that (since spouse may have been distant). |
Child-centered
families and corresponding birth rate change and methods reflecting new
roles and new family social order: -
1800 average 7 children per woman - 1860 average 5 (with urban and middle class having fewer) Legal—male authority over property, children. Separation male/female since workplace¾for
middle class¾became
male-centered. |
||
|
REFORM: women’s rights Seneca
Falls Resolutions (NY)—1848—“Declaration of Sentiments and Assertions”—“all
men and women are created equal” Some
leadership for the women’s rights movement came out of the women in the
antislavery movement. Among
leaders: -
Elizabeth Cady Stanton—strong link between their efforts for blacks and for
themselves -
Lucretia Mott -
Susan B. Anthony (later) |
|
What
was happening with temperance? |
1840s 0 Washingtonians - women and men - “pledge” |
|
What
was happening with Indians?
|
Movement in the 1840s-1850s to place the Indians on reservations (isolation from whites) as a way them to protect them and retrain them. Note: additional benefit to whites—reservations required less land for Indians. Indian population in the Mexican territory of CA (acquired by US in 1848) had already been reduced under Spanish rule. Reasons: same as early colonization era—exposure to Western disease; enslavement/serfdom. Mexican 1833 policy officially freed Indians from missions but also threw them off the land, making them targets for new, more aggressive enslavement by new, large-scale landowners. |
|
What
was happening with organized groups trying to reform society? |
Attempts
to reform economic structures, family structures, and so on were numerous. Among
these utopian efforts: 1825—Robert
Owen—British industrialist—in New Harmony, IN—equality—commune—failed. 1826-1828—Francis
Wright (Scottish)—Nashoba (TN) slave commune –
Slaves work to earn their freedom. 1830s—Mormons—Religious
issues not touched here, but its social organization included polygamy (men
able to have multiple wives). Attacks on this group and murder of its founder
led to their mass migration to Utah in the 1840s. 1840s—Shakers
(founder Mother Ann Lee in 1770s)—20 communities in NE and NW—name from their
religious dance. Sexual celibacy—thus no children born into group. Sexual
equality. 1842-1852—34
communes (phalanxes) following theory of Charles Fourier (French). 1848—Oneida
Community—all married to all, children raised by all, liberation of women. |
|
Religion: What
were the major religious patterns?
|
1830-1860
Issue |
North
|
South |
What
was happening with religion? |
1800s-1820s:
Struggle in churches and the colleges (Harvard, Yale) against Enlightenment
principles and the Unitarian movement. Examples in Content Pages. |
1800s-1820s:
Revivalism in the South, a relatively unchurched area since its founding. |
|
1816 and
ongoing—African Methodist Episcopal Church (AME)—free black church,
suppressed in Deep South |
|
|
Methodists and Baptists split over slavery leading to Northern denominations and these Southern ones: § Methodist Episcopal Church,
South § Southern Baptist Convention |
Who
Went Where?
|
Immigrant (Religion if Applicable) |
Main Period |
Quantity and Main Settlement |
Traits and Typical Consequences |
Reasons |
Irish (Catholic) |
1830s-1840s |
1.5 million by 1860; Northeast cities (New York, Boston, Philadelphia) – Fares low to region since timber trade from Canada/US Northeast to England so shippers carried the Irish from Ireland to those areas to avoid financial losses of empty vessels on 1 leg of the journey. |
Unskilled. Had in US low-paying jobs. Lived in city slums, increasing problems already there. Anti-Catholic riots – 1844 - Philadelphia |
Potato Famine |
Germans (Catholic and Lutheran) |
1840s + |
1.0 million by 1860; Midwest farms; Midwest cities (St. Louis, Cincinnati, Milwaukee) |
Farmers or skilled artisans. Had in US farms or small businesses. |
Failed Revolution of 1848 and economic depression |
Scandinavians |
— |
Midwest (WI, MN) |
Similar to Germans. |
— |
Chinese |
1849 + |
70,000 by 1870; CA railroad jobs |
Initially unskilled labor. |
Economic need |
How to Use the
Comparison Tables
Tables are written
in sentence fragments on
purpose in this type of study
tool. You may find using fragments helps in creating your own study tools;
however, do not however use fragments for your Writing Assignments. Tables are homely looking, but you can use a single table for many purposes. For example, you can use these comparison tables for these purposes: ·
To examine a specific attribute for this
stage in America, read each row
across. - Data applicable to all sections is in a cell across all 3 columns; to
2 sections, in a merged cell for those 2 sections. Click here for what years are covered by the terms 18th
century, 19th century, etc. ·
To examine all about each section, read down each column. ·
To examine what this developing nation is
like, read the table as a whole. ·
To examine how sections are alike and
different, compare attributes
from left to right individually and all the rows together. If you have questions,
please ask. |
Copyright C. J. Bibus, Ed.D. 2003-2016 |
WCJC Department: |
History – Dr. Bibus |
Contact Information: |
281.239.1577 or bibusc@wcjc.edu |
Last Updated: |
2016 |
WCJC Home: |
[i] 1842 - British and United States also settle NE/Canada boundary - Webster-Asburton Treaty (as in Daniel Webster).